STATE HIGH SCHOOL 

iianual 

for 

NORTH DAKOTA 




JULY 1915 



A MANUAL FOR THE USE 



OF THE 



STATE HIGH SCHOOLS 

OF NORTH DAKOTA 



Published by the State Board of Education 
July 1915 



For distribution from the office of the State 
High School Examiner, University, N. T>. 



MEMBERS OF STATE BOARD OF EDUCATION 

EX-OFFICIO 

E. J. TAYLOR, Superintendent of Public Instruction, President 

FRANK L. McVEY. Pres. of Stale Universitv, University, N. D. State High School Examiner 
JOHN H. WORST. President of Agricultural College, Agricultural College, N. T). 
E. R. EDWARDS, State High School Inspector. Jamestown. N. D. 

N. C. MACDONALD, Stale Rural School Inspector, Valley City, N. D. 

APPOINTIVE 

GEORGE A. McFarland, President State Normal School. Vallev City. N. D. 
R. M. BLACK, President Slate Industrial School. Ellendale, N, T). 

MISS MARY B. FLEMINGTON, Supt. Dickey County. Ellendale 
H. M. TABER, Jamestown, N. D. 



V 



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TABLE OF CONTENTS 



Page 

I. Statutory Provisions 7 

II. Rules, and Regulations 9 

a Application for Classification 9 

b Conditions of Acceptance 9 

c Classification of Schools and Additional Con- 
ditions of Acceptance 12 

d Conduct of Schools 13 

e Rules for Conducting Examinations 20 

III. Program of Studies and Index of Synopsis 25, 26 

IV. Synopsis of Subjects 27 

V. General Index 83 



PREFACE 

This manual is published for the use of school officers, 
superintendents, principals and teachers. Its purpose is to 
state conditions of classification, rules governing examinations 
and courses of study, and to indicate briefly the amount and 
character of work required in each subject. This manual 
supersedes all other circulars and letters of instruction from 
the state board of education. 



I. STATUTORY PROVISIONS 



STATE HIGH SCHOOL AID LAW 

Section 1430 of the Compiled Laws of North Dakota for the 
year 1913, delegates powers regarding the State High School 
Aid Plan to the State Board of Education. 

Section 1431 states what schools may be classified and what 
pupils may receive free tuition in these schools. 

Section 1432 fixes certain requirements for classification of 
schools, such as heating, lighting, ventilating and all sanitary 
conditions, courses of study in elementary and high schools, 
and states who may visit and inspect these schools. 

Section 1433 was amended by the Assembly of 1915 and may 
be found in the Session Laws of 1915, House Bill No. 417. It 
provides for the office of State High School Inspector; his 
appointment, salary and expenses. It makes an annual appro- 
priation of $85,000; $12,500 for five schools having an agri- 
cultural department, and $72,500 for expenses of administra- 
tion and to be apportioned to schools of the 1st, 2nd, and 3rd 
class,— $800 to schools of the 1st class list, $500 to those of the 
2nd class list, and $300 to those of the 3rd class list, — but if 
after the necessary expenses are paid, the remainder of the 
$72,500 is not sufficient to apportion $800, $500, and $300 
respectively, then this remainder must be prorated among the 
schools of the 1st, 2nd, and 3rd class lists. 

Section 1434, found in the Compiled Laws of 1913, provides 
more specifically for the Five Schools having an agricultural 
department, how they are designated, what is required of them, 
and the power of the State Board of Education regarding them. 

Section 1435 disposes of any national aid to high schools that 
may be voted by Congress. 

Section 1436 provides for necessary clerical service, salary 
and expenses of same, and for any other necessary expenses of 
administration. 

Section 1437 delegates additional power to the State Board 
of Education and provides for assistant examiners. 

Section 1438 provides for the annual report of the State 
High School Inspector and requires the State Board to keep a 
record and make a report. 

Section 1439 repeals certain sections of chapter 40 of the 
General Laws of 1913. 



HIGH SCHOOL MANUAL 



STATE BOARD OF EDUCATION 

The State Board of Education was created and its duties 
defined by an enactment of the Legislative Assembly of 1913, 
approved March 11, 1913. The act is chapter 149 of the Edu- 
cational Laws exacted by the Thirteenth Legislative Assembly 
of North Dakota. 

HIGH SCHOOL GRADUATES MAY TEACH 

Section 1369 of the Compiled Laws of 1913 was amended by 
the Assembly of 1915. It was known as House Bill No. 264, 
and may be found in the Session Laws of 1915. It provides 
that a graduate of a four-year high school who has done the 
work in psychology, school management and methods of in- 
struction and three senior reviews may have his diploma ac- 
credited as a second grade elementary certificate. 



HIGH SCHOOL MANUAL 



IL RULES AND REGULATIONS 



A. — Application for Classification 

1. High Schools desiring classification for state aid shall 
make application to the board through the high school in- 
spector on or before November 1st of each year, on blanks 
furnished by the inspector on application. 

2. Schools applying for classification after all funds appro- 
priated for aiding high schools are exhausted may be classified 
as state high schools without aid and be entitled to the same 
privileges of examination and certificates as free state high 
schools receiving aid. 

B. — Conditions of Acceptance 

1. There shall be a well organized elementary school with 
a course of instruction of such elementary school, correspond- 
ing substanially to the eight years' course prescribed by the 
department of public instruction for common and graded 
schools, or the courses of the first six years shall be of this 
nature and the work of the seventh and eighth years may be 
made to articulate with that of the high school in plan and 
method. 

2. Third class high schools shall have not less than four 
rooms or departments and at least one laboratory and recita- 
tion room ; second class schools shall have not less than five 
rooms or departments and two additional rooms for laboratory 
and recitation work ; first class high schools shall have not less 
than five rooms or departments and a sufficient number of ad- 
ditional rooms for laboratorv and recitation purposes, at least 
three. 

3. The minimum number of teachers in third class hio-h 
schools shall be five, which includes the principal and one as- 
sistant high school teacher; second class high schools seven, 
including the principal and two assistants in high school ; and 
first class high schools, eight, including the principal or super- 
intendent and three assistants in high school. 

The high school assistants shall give all of their time to the 
high school; or in case there may be some good reason for 
having them give some time to the grades, the equivalent of 
this time shall be returned to the high school bv a teacher who 
is qualified. 

4. The work in all state high schools shall be of a hi^rh 
order. *■ 

5. Each state high school shall be provided with necessary 
recitation rooms, furniture, apparatus and library, to the end 



10 HIGH SCHOOL MANUAL 

that the work of the schools shall be of the highest possible 
efficiency. 

6. The school session shall consist of at least thirty-six 
weeks, each year; thirty-eight weeks are recommended. 

7. The superintendent shall be provided with an office and 
sufficient assistance in high school and office to allow him one- 
fourth to all of his time in school hours for general supervision 
over the grades and high school. In the office of the super- 
intendent or principal there shall be kept on file, circulars, 
records of equipment, records of library, of enrollment, of 
pamplets, and correspondence pertaining to the school, 
scholarships, of promotions, of alumni, etc. 

8. All schools accepting high school aid shall be required 
to keep such funds separate from the general fund, and said 
high school aid shall be used only for the following purposes : 

Forty per cent or more for: 

(a). Laboratory apparatus and supplies for all science and 
agricultural work in the high school. 

(b). Purchase of books for high school reference library. 

(c). Equipment for manual training and domestic science 
and art in the high school. 

(d). Equipment for commercial courses in the high school. 

And the remainder, if any, shall be used to assist in the 
payment of high school teachers' salaries. 

The clerk of the school board of each school receiving aid 
shall submit to the state board of education, through the high 
school inspector, not later than x\pril 10th, of each year, a 
detailed statement of all expenditures during the year of money 
received from state aid for high schools. The state high school 
aid of the following year shall be withheld from any school 
the clerk of which fails to make satisfactory report of the dis- 
bursement of the aid last received on or before April 10th. 

9. The state board of education will classify no high school 
as first class in a district having an assessed valuation of less 
than $300,000. 

10. In high schools of the first class list and in all second 
and third class high schools having a four-year* curriculum. 



*Any high school offering in the aggregate, whether by alter- 
nation of subjects or otherwise, fifteen (15) or more units of 
high school work and graduating or purposing to graduate 
pupils from the high school, shall be considered as having a 
four-year curriculum for the purposes of this ruling. See sec- 
tion four (4) under "D. — Conduct of Schools" in this Manual. 



HIGH SCHOOL MANUAL H 



the superintendent, principal of the high school, and assist- 
ants in the high school department shall hold the B. A. or 
equivalent degree from an institution of recognized standards 
or shall hold the first grade professional certificate, granted 
under the provisions of section 252 of the school laws of 1911. 

In first and second class high schools, teachers of music, 
drawing, commercial subjects, agriculture, manual training, 
domestic science and art who do not teach academic subjects in 
high school, and who do not holcl the bachelor's or equivalent 
degree from an institution or recognized standards or the first 
grade professional certificate, granted under the provisions 
of section 252 of the school laws of 1911, shall hold special 
certificates to teach these subjects, granted under the provision 
of section 253 of the school laws of 1911. 



In third class high schools that do not ofifer a four-year cur- 
riculum*, if the superintendent, principal, and assistants in the 
high school department have not the B, A. or equivalent degree 
from an institution of recognized standards or the first grade 
professional certificate, granted under the provisions of sec- 
tion 252 of the school laws of 1911, they shall hold the second 
grade professional certificate, granted under the provisions of 
section 251, or its equivalent, as provided for in section 254 
of the school laws of 1911. 

The_ general school laws require that all teachers, except 
those in a few independent districts, shall have certificates to 
teach, issued by the proper authority of the state. 

11. The large classes in a school, should not contain more 
than twenty-five pupils. If classes are large, a teacher should 
not be required to take charge of more than five per day. If 
they are small, containing but four to ten pupils, a teacher may 
successfully conduct seven classes per day, depending some- 
v.diat on the subjects taught. One who teaches the subject of 
English should not be required to instruct more than seventy- 
five pupils per day. 

12. The state board of education shall classify as first class 
no school paying less than $1,300 a year to its principal or 
supenntendent; as second class, no school paying less than 
$1,150 to its principal ; and as third class, no school paying less 
than $1000 to its principal ; and shall classify no high school 
of any grade which pays less than $67.50 per month to the as- 
sistants in the high school. 

Although the state board of education requires for purposes 
of classification the above minimum, it recommends that the 



*See note on page 10. 



12 HIGH SCHOOL MANUAL 

salary of a superintendent of a first class high school be not 
less than $1600 per annum ; of a second class high school, not 
less than $1,300, and for a third class high school, not less than 
$1,100; further that no high school assistant should receive less 
than $75.00 per month. 

13. No school shall be classified by the state board of edu- 
cation which has not an efficient heating and ventilating 
system, and proper sanitary conditions. Medical inspection of 
pupils is recommended. 

C. — Classification of Schoois and Additional Conditions 
of Acceptance 

All high schools accepted by the state board of education 
shall be included in one of the following classes : 

(a) High schools of the first class shall include all schools 
doing four years of work and which have complied with the 
following and other conditions : 

1. They shall have not less than forty (40) well prepared 
pupils in average daily attendance and at least three assistant 
high school teachers. 

2. The school shall have suitable and commodious quarters 
and shall have well established laboratory courses in three of 
the science courses named by the state board of education, 
in the program of studies for high schools. 

3. They shall afford instruction in all of the constants pre- 
scribed by the state board of education as per program of 
studies, page 25. 

4. They shall have an ample working library, including a 
sufficient supply of supplementary reading for each of the 
twelve grades. 

5. In all first class high schools the subjects of music and 
drawing shall be taught under the supervision of a specialist 
or by a special instructor or by some teacher competent to 
supervise these subjects. 

(b) The second class shall include those schools in which 
the course extends at least thru three years as explained under 
Program of Studies for High Schools, page 25, and comply 
with the following and other conditions : 

1. High schools of the second class shall have an average 
daily attendance of not less than thirty (30) well prepared 
pupils and at least two assistant high school teachers. 



HIGH SCHOOL MANU AL 13 

2. Ample laboratory appliances for instruction in botany, 
zoology and agriculture, and in either physics or chemistry, 
for each pupil. 

3. ^ They shall afford instruction in at least three-fourths of 
the list of constants named in the program of studies, including 
manual training, cooking and sewing, page 25. 

4. A selected historical and reference library for the work 
in history and English, and the sciences taught, and supple- 
mentary reading for the grades of the elementary school in 
connection. 

(c) The third class schools shall be those that afford in- 
struction in at least eight of the fifteen units of prescribed 
work. They shall possess : 

1. An average daily attendance of at least twenty (20) 
well prepared pupils, and one assistant high school instructor. 

2. Ample laboratory appliances for instruction in botany, 
zoology and agriculture, and offer at least one. 

3. An ani'ple working library and a sufficient supply of 
supplementary reading for each of the first ten grades. 

(d) State high schools having an agricultural department, 
besides meeting the requirements of a state high school, shall 
have : 

1. A superintendent, two teachers of academic subjects, 
and special instructors— one in agriculture, one in manual 
trammg and one in household economy. 

2. A sufficient number of well equipped rooms for the 
pursuit of these subjects; a room each for agriculture, manual 
training and domestic economy. 

3. Ten acres of land within one mile of the school house 
for use in demonstration. 

For further particulars see special circular which mav l)e 
secured by addressing the high school inspector. 

D.— Conduct of the Schools 

1. All pupils, before completing admission to the high 
school, shall pass a satisfactory examination in reading, writ- 
ing, spelling, geography, English language and grammar, 
United States history and arithmetic. 

It is recommended that seventh and eighth grade pupils in 
elementary schools connected with the state high schools take 
the examinations offered by the state high school examiner 
for entrance to high school. In order to make stronger the 



14 HIGH SCHOOL MANUAL 

articulation between the state high school system and the 
system of common schools of the state, it is recommended that 
the high schools accept for entrance, pupils from other ele- 
mentary schools who have succeeded with the final examina- 
tions provided for in the course of studies for the Common 
Schools of North Dakota. 

It is recommended further that where the six-six plan or 
some form of it is used, pupils be expected to pass the exam- 
ination in arithmetic at the end of their ninth school year and 
the examination in English grammar at the end of their tenth 
year in school. 

2. All courses are to be pursued a year of at least thirty-six 
weeks except when otherwise specified. A course of study 
pursued a minimum of thirty-six weeks, five periods per week 
or equivalent, each period having a duration of forty minutes 
in the clear, counts as a unit. 

The recitation period shall be forty minutes in the clear. 
There should be, at least, two eighty-minute laboratory periods 
per week for each subject requiring laboratory w^ork and the 
daily program should be arranged to conform to these eighty- 
minute periods. 

3. English I., English II., and EngHsh III., or IV., Adv. 
U. S. History, Civil Government, and one unit of science shall 
be constants for the pupil ; i. e., no pupil shall graduate from 
one of the state high schools without having completed these 
subjects. High schools of the first class are required to do a 
minimum of fifteen (15) units of work; high schools of the 
second class twelve (12) units, and high schools of the third 
class eight (8) units. High schools of the first class shall 
include in their program each year all the constants named in 
the list under Program of Studies, page 25, second class 
schools shall include three-fourths of the units of this list of 
constants, among which shall be three units in English, ele- 
mentary algebra and one unit in science ; third class schools 
shall include one-half of the units of these constants, among 
which shall be courses I. and II. in English, elementary 
algebra, and one unit in science. 

No course, besides the constants,, should be offered unless 
desired by four or more pupils. Other schools should not ofifer 
courses in which there are only one or two pupils to pursue 
them. 

4. The minimum number of units of work required of pupils 
for graduation shall be fifteen (15) and no state high school 
whether first, second, or third class, shall graduate pupils who 
have not secured fifteen units of credit ; but schools may have 
exercises and give certificates to pupils who have accomplished 
a smaller number of units of work. 



HIGH SCHOOL MANUAL 15 

The superintendent or principal of every state high school shall 
require that every pupil graduating from said high school shall be well 
informed in reading, writing, spelling, geography, English language 
and grammar. United States history, arithmetic, human physiology 
and hygiene ,and civil government. 

It is provided by law that certain high school diplomas may 
by endorsement, become teachers' certificates. See page 8 of 
this Manual. 

5. Courses in agriculture are outlined and it is urged that 
schools oflPer this work. 

Manual training and domestic science and art are required 
in all first and second class high schools. 

6. Superintendents, principals, and boards of education are 
urged to adopt measures to secure the pursuit by pupils of such 
courses as will be for the pupil's greatest benefit and make 
his high school course, or curriculum, have, finally, thoroness, 
strength and unity. 

7. Certificates will be given by the examiner to successful 
examinees in the several subjects passed on examination. 
These certificates are accepted by the university, agricultural 
college, the state normal schools, the industrial school and the 
school of science in lieu of the usual entrance examinations. 

8. Music and drawing shall be offered in every high school 
but pupils, individually, may elect to pursue these subjects or 
not to pursue them. Schools shall also offer courses in the 
elective sciences and shall be equipped for this work as speci- 
fied under Classification of Schools, page 12. 

9. Credits shall not be allowed in both of two subjects that 
are largely duplicates of each other; as, ancient history and 
general history, modern history and general history. 

10. State high school examinations are optional ; but it is 
urged that pupils write on all state high school examinations 
in so far as the subjects are offered in the school and that the 
mark received on the examination be used with the mark for 
classroom work in the ratio of one to two in securing the mark 
for credit in the subject in the school. If the manuscripts are 
not sent to the examiner, then in such cases the "principal's 
mark" should be used. 

All of the members of a class should write, probably : be- 
cause the brighter and abler a pupil is the more he should do. 
Lightening burdens tends to mediocrity, while healthful exer- 
cise tends to leadership. The bright pupil would better be 
encouraged to do good work by being promoted with honor or 
high honor, than be excused from part of the work, because he 
has done some of it well. It is the work he does that makes 
him grow. 



16 



HIGH SCHOOL MANUAL 



11. For sound pedagogical reasons time spent in work on 
a subject should be an element in securing credit in the subject. 
It has been decided, therefore, that the Examiner shall not 
accept the manuscripts of the pupils unless the time the pupil 
has given to the preparation of the subject is at least three- 
fourths of a semester for one-half unit, and three-fourths of 
two semesters for one unit. A semester is eighteen or nineteen 
weeks. 

12. The state board of education construes the term 
"Senior-reviews" as used in the law to mean such courses as 
those outlined in this manual in advanced United States 
History, high school arithmetic, senior grammar, high school 
geography, and writing and spelling {one-half unit), are in- 
tended to be. 

The state high school board passed the following resolution 
May 17, 1912: "It is the sense of this board that city super- 
intendents should direct more closely the course of students 
preparing to teach." 

13. Laboratory notebooks are required in all sciences and 
the Examiner shall allow credit for them in connection with 
the manuscripts of the examinees. See the statements under 
botany and zoology, and chemistry regarding notebooks. 

The laboratory work should cover the subject; hence the 
notebook should also. But the notebook should not contain 
an account of every exercise ; it should contain an account of 
a reasonably large number of representative exercises. On the 
first pages there should be a complete list of exercises per- 
formed by the pupil, a second list naming the exercises done by 
the instructor before the class, and an added list of field trips. 
These lists should give the page of the notebook on which a 
further account, if any, is given. 

Notebooks prepared for their own sakes are not wanted; 
for they are expected to represent efficient laboratory work. 

14. Every high school library should be supplied with a few 
good newspapers and magazines, treating current events, and 
attention should be given to this subject, probably once a week. 

15. Much of the time of pupils in the seventh and eighth 
grades is being wasted, largely because they lack interest in 
what is set before them to do. There is no progress in the 
educational processes without interest, whether the cause of 
this interest be immediate or remote. 

At the age of twelve or thirteen the period of adolescence 
begins and the attitude of the youth toward his environment 
changes. Subjects and methods' of instruction that were pleas- 
ing to the child may now be distasteful. 

The natural place for the change from the elementary school 



HIGH SCHOOL MANUAL 



17 



to the subjects and methods of the high school is at the end of 
the sixth grade instead of the end of the eighth grade. 

Some of the subjects now attempted in the seventh and 
eighth grades, notably arithmetic, English grammar, and 
civics, are too difficult for pupils of the age of those of these 
grades ; but some of the subjects in the high school at present, 
especially the so-called vocational subjects, are quite to their 
liking and within their powers. These, therefore, appeal to 
their interests, while the others do not. 

In order to save time, to avail ourselves of the potency of 
interest, to make it convenient to provide a desirable re-ar- 
rangement of subjects, and to use more suitable methods of 
instruction, we should adopt the six-and-six plan. 

Also, in order to meet more successfully, in the high school, 
the demands of present social and economic conditions, there 
should be a change in the content of some courses. 

With these thoughts in mind, the following is suggested: 

CURRICULUM 

Constants Electives 

Seventh Grade — First Semester 
1. Reading, Study of Clas- Modern Foreign Language, 
sics in English, Orthoepy, 



Manual Training. 
Household Economy 



and Public Speaking. 
English Composition, Ele- 
mentary English Gram- 
mar, Spelling and Writ- 
ing. 

Physical Education aiid 
Geography. 

Biography and United 
States History. 
Vocal Music and Free- 
hand Drawing. 

Seventh Grade — Second Semester 
Reading,^Study of Clas- Modern Foreign Language. 



sics in English, Spelling 
and Public Speaking. 
Arithmetic. 

Physical Education and 
Elementary Agriculture. 
Biography and U. S. His- 
tory. 

Vocal Music and Free- 
hand Drawing. 



Manual Training. 
Household Economy. 



18 



HIGH SCHOOL MANUAL 



Eighth Grade — First Semester 



English Composition, Ele- 
mentary English, Gram- 
mar and Spelling. 
Physical Education and 
Arithmetic. 
General Science. 
U. S. History and Civics. 
Vocal Music and Free- 
hand Drawing. 



Modern Foreign Language. 
Manual Training. 
Household Economy. 
Commercial Work. 



Eighth Grade — Second Semester 



Study of Classics in Eng- 
lish, Spelling, and Public 
Speaking. 

Physical Education and 
Music and Drawing. 
U. S. History and Civics. 
Geography. 



Modern Foreign Language. 
Manual Training. 
Household Economy. 
Commercial Work. 



Ninth Grade 



1. Physical Education. 

2. EngHsh L 

3. Botany L, Zoology L 

4. Community Civics, 1st 
Semester. 

5. Ninth Grade Arithmetic, 
2nd semester 



Foreign Language. 
Mathematics. 
Commercial Work. 
Household Economy. 
Vocal Music. 
Drawing. 



Tenth Grade 



1. Physical Education. 

2. English H. 

3. Physical Geography ^ 
and Physiology. 

4. General History I and H. 

5. Tenth Grade EngHsh 
Grammar. 



Foreign Language. 
Mathematics. 
Commercial Work. 
Bacteriology, J^. 
Horticulture, ^. 



HIGH SCHOOL MANU AL 19 

Eleventh Grade 

1. Physical Education Foreign Languages 

2. English III Mathematics 

3. Chemistry or Botany II Household Economy 
and Second Half in Phy- Agriculture 
siography High School Geography 

4. English History i.< and Commercial Work 
General Economics J/o 

Twelfth Grade 

1. Physical Education Foreign Languages 

2. English IV High School Arithmetic 

3. Physics or Chemistry Pedagogy 

4. Advanced United States Psychology 
History and Civics 

Physical Education should include physiology, hygiene, 
physical examination and treatment, and use of the gymnasium 
and playground for correction and development. 

Modern Foreign Language in the seventh and eighth grades 
should be pursued fmr days a week, thirty minutes per day. 
and one-half unit of credit might be granted. It should be 
taught much as English is taught in the first grade of the ele- 
mentary school ; there should be much easy, interesting read- 
mg, memorizing of selections, writing from dictation and con- 
versation. But little time should be given to translation, the 
less the better, as it is intended the pupils shall learn to "think 
m the language," and shortly, speak and write as they think. 
They are not to use a grammar or learn vocabularies, at lea^t 
for some time. 

As all of the electives in this plan are to be regarded as 
vocational, only those who expect to make some immediate 
or remote use of the foreign language should attempt it. 

In general, in this plan, the constants are expected <o 
occupy three-fourths or nearly three-fourths of the time and 
energy of all pupils ; therefore, one-fourth or more of the time 
and energy of the pupil will be given to the elective, vocational, 
subjects. If he knows what his vocation is to be, let him 
pursue the subject that prepares in a measure directly for that 
vocation; if he does not know, let him try diflFerent subjects 
m the hope that by so doing he may "find himself." Let ^11 
of the subjects be so well organized and so well taught as to 
afford discipline as well as culture and useful information 



20 HIGH SCHOOL MANUAL 

The instruction in the seventh to twelfth grades, the junior 
and senior high schools, should be largely departmental ; but 
in the first to sixth grades it should be by grades, except proba- 
bly music and possibly drawing and penmanship. 

Geography as commonly ofifered in the elementary school 
should be completed in the eighth grade, arithmetic in the 
ninth grade, andEngiish grammar in the tenth grade. 

Community Civics is a course in which the pupils are 
taught what is done in the community and paid for from a 
common treasury, or treasuries ; who does it ; how he does it ; 
by what authority; and what he receives for doing it. It is 
not a textbook cotirse ; but one into which the teacher puts 
initiative, energy, and personality. 

In the focus of this plan is the greatest good of the child 
and the state,state being used in its generic sense. The plan 
does not prevent college entrance, as that entrance is or as it 
may be. If college entrance is desired as a result of high scliool 
work, care should be taken in selecting electives so as to meet 
entrance requirements. 

If penmanship has been rightly taught in the elementary 
school, some time for review and drill is probably all that is 
necessary in the seventh and eighth grades. 

Some system of credits should be adopted for the six-yei^r 
high school work. It might be well to assign credits for each 
subject mentioned in this plan, such that the credits for the 
constants would be in the aggregate eighteen units, and requiix 
from the electives at least, five units more for graduation. 

Rules for Conducting High School Examinations 

All superintendents, principals and teachers in the high 
-cliool department, appointed to conduct examinations of the 
state examiner, are required to read Rules numbered j, ./, j, 
6, 7, 8, g, 10, II, to the class before beginning examinations. 

{A'lany mistakes in conducting and reporting these examinations 
ii'jidd be avoided, if those ivho conduct and report them would read 
these rules carefully and also other statements sent them by the exam- 

Examinations will hereafter be given subject to the follow- 
ing rules — ivhich must be strictly followed: 

1. Tvvo examinations will be oft'ered each year. The 
fir.t examination will begin on the Monday of the week in 
which the 21st of March falls, (counting Sunday as the first 
day of the vv-eek) and will include the subjects in the program 
of studies, pages 25-26 of this annual which are marked with 



HIGH SCHOOL MANUAL 21 

the asterisk and no others. The second examination will be- 
gin on the first Monday in June and wall include all subjects on 
pages 25-26 except those marked with a dagger. 

For the school year 1915-16, the state high school examina- 
tions will take place March 20-24 and June 5-9, 1916. 

No examinations shall be held on Saturday. 

The examinations in tl:e several subjects will take place 
in the f^>;!i>\ving order: 

First Day 

Enf,lish Grammar, 8th grade, a. English U 

^'^"'' Modern Languages, p. m. 

Latin Grammar, a. ni. 
Vocal Music 
Vergil, a. m. 



Arithmetic, High School 
Senior English Grammar 



Second Day 

Arithmetic, 8th grade, a. m. Di v^ing, Freehand 

English I Adv. U. S. History (high school) 

Solid Geometry, a. m. p. m. 

Advanced Algebra, a. m. Civics, (high school' a. m. 

Ti-igonojnetry , a. m. High School Geography 

Caesc.r, a. m. 

Third Day 

Geography, 8th grade, a. m. Elementary Algebra, p. m. 

Physical Geography, a. m. English III 

Botany I , a. m. English //' 

Botany II, a. m. Bookkeeping Y^ unit 

ZQrA<.<-y I, 1. IT!. Drawing, ?.Iechanical 

Zoology 11, a. i. . 

Fourth Day 

U. S. History, 8th grade, a. m. Plane Geometry, p, m. 

Ancient History, a, m. Political Economy, p. m. 

Modern History, a. m. Agriculture 

English History, a. m. Chemistry 

General History I, a. m. Penmanship and Spelling (high 

General History II, a. m. school) 



22 HIGH SCHOOL MANUAL 

Fifth Day 

Reading, Spelling and Penman- Pedagogy (methods and.manage- 

ship, 8th grade Ps"J:holo 

Physiology (high school) a. m. Domesti?Science and Art 
Physics, a. m. Bible Study 

Cicero, p. m. General Science, 8th grade 

The date and order of examinations in subjects printed in 
italics must not be changed under any circumstances. If the 
other subjects can not be taken on the day specified on account 
of conflict, they must be taken as soon thereafter as possible, 
on the sixth day if necessary. 

No examinations shall be taken earlier than the day ap- 
pointed. 

In case of conflict, pupils should begin early in the half 
day and write on both subjects in the same half day. 

It is to be understood that the examinations set for any 
day may be taken either in the forenoon or afternoon, except 
in cases in which a. m. or p. m. is designated. 

II. All applications for questions, stating the subject and 
number of question papers desired, must be made to the high 
school examiner on requisition blanks at least twenty days 
prior to the date set for beginning the examinations. The 
requisition blanks will be furnished on application to the ex- 
aminer. The examiner may, in his discretion, offer the ex- 
aminations of the board to schools of three or more teachers, 
not classified but doing at least four units of high school work 
and giving promise, with encouragement, of doing in the near 
future the entire eight units required for classification. Other 
schools will not be entitled to take the examinations. The ex- 
aminer will offer examinations in subjects named in the pro- 
gram of studies, page 25 of this manual and in those sub- 
jects only. See also Sec. one, page 20 of this manual. 

III. The envelope containing the questions must be re- 
tained by the superintendent or principal in a safe place until 
the time appointed for examination, and under no circum- 
stances shall the envelope be opened except in presence of the 
class when seated and ready for work. The precise moment of 
the distribution of questions must be announced to the class 
and observed as the examination proper begins at that time. 

IV. The period of examination is three hours in all sub- 
jects and no more than three hours shall be allowed for an 
examination, and no examination shall be divided, nor shall 
any pupil be allowed extra time, a second trial, to take the 



HIGH SCHOOL MANUAL 23 

examination at any other time than that at which the class 
take it, or to copy his manuscript at any cither time than 
within the three hours. 

V. The examination shall be conducted by the superin- 
tendent or the principal teacher in the high school depart- 
ment, and as each pupil hands in his manuscript, the conduc- 
tor of the examination shall secure from the pupil the question 
sheet. No one is to retain a cjuestion sheet except the super- 
intendent and high school teachers concerned until the end of 
the examination week. 

VI. Each candidate must be supplied with white legal cap 
paper, pen and black ink and will not be allowed to communi- 
cate with anyone except the examiner in charge during an 
examination ; nor may he leave his seat until he has completed 
his work on the entire number of questions. In case of any 
communication the offender's paper must be thrown out. 

VII. Each candidate shall write at the head of his answer 
paper the date (day of the month and day of the week) on 
which the paper is written and whether it is written in the 
forenoon or afternoon. 

VIII. No explanation whatsoever shall be made con- 
cerning the questions (not even to explain or call attention to 
a typographical error), and no teacher or other person shall 
be allowed to criticise or inspect the work of the pupils while in 
progress. Each pupil is to rely solely on his own judgment 
as to the meaning of every question, and any effort on the 
part of any pupil to give or obtain aid must be followed by 
instant dismissal from the room. 

IX. Should there be any typographical error, such as to 
make a question, absurd, unintelligible, or unsolvable, if stu- 
dents see the error, and make the necessary changes and an- 
swer the question correctly, they are to be allowed full credit 
in the regular manner, but if they do not see the mistake and 
are thus unable to answer the question, it should be left out 
of account entirely in figuring up the credits, and the paper 
graded upon the basis of credits allowed for the remainder of 
the questions. 

X. The answers are to be written with black ink and not 
with lead pencil, and are to be arranged and numl:»ered in the 
order of the questions. Special attention should be given to 
the general order, legibility and neatness as well as correct- 
ness of the \\ork. 

XI. In mathematics, the entire operation must be given. 
Mere results will be marked zero. In the translation required in 
the language papers, no dictionaries or vocabularies must be 
used. 



24 HIGH SCHOOL MANUAL 

Marking the Papers 

XII. The superintendent or principal shall examine and 
mark in red ink all the answers in each subject. In case the 
principal is unable to read all the papers he may be assisted 
by any of the teachers of the high school department appointed 
for that purpose. Each answer entitled to a definite number 
of credits must be marked separately and not a mark given to 
the paper as a whole. The credits assigned should be reduced 
to a scale of one hundred and the grade entered on filing mar- 
gin as "principal's mark." Papers falling below 65 per cent., 
or illegible or slovenly in appearance, must not be sent to the 
examiner. 

Sending Papers to the Examiner 

XIII. Papers when marked should not be rolled; but 
those of each writer on each subject must be folded separately 
with the upper part of the first page on the outside and those in 
each subject should be tied together with the class list, pro- 
perly filled out and placed on the outside, so that the package 
will show, without being untied, the place, subject, etc. As 
the amount of time spent in preparation is an element in se- 
curing credit, the data called for on these class Hsts and prin- 
cipal's certificates must be complete. Strong rubber bands are 
preferable to twine or cord. The papers in all subjects should 
be tied together in one package, carefully wrapped and sealed, 
and sent by mail or express, charges prepaid, to the State 
High School Examiner, University, N. D. If the package is 
very small it may be sent by mail. 

XV. The principal's certificate and the class list must be 
sent properly filled out and signed. 

Appeal From Examiner's Markings 

XVI. The appeals from the examiner's markings must be 
made within ten days after the receipt of the examiner's notice 
of results. 

The Examiner's Report will be published as soon as possi- 
ble after the examinations are comipleted. 

Address, 

STATE HIGH SCHOOL EXAMINER, 

University, N. Dak. 

(There is a post office and an express office at the Univer- 
sity, known by the name "University.") 



HIGH SCHOOL MANUAL 25 

Hi. PROGRAM OF STUDIES FOR 
HIGH SCHOOLS 

CONSTANTS FOR THE PUPIL (See Page 14) 

Year to be Persued 

NAME OF SUBJECTS A'^fe^cToTs onfc 

Bng-lish III* or IV* Srd or 4th 27,32 

Science, One Unit 50-62 

Civics, Vz Unit* 4th 48 

Eng-lish I, Literature 1/2* Grammar and Rhetoric 

%* 1st 27-28 

English II, Rhetoric and Comp. 1/2* Literature 

^* 2nd 29-30 

History, Adv. U. S. V2* 4th 47 

CONSTANTS FOR THE SCHOOL (See Page 14) 

Algebra, Elementary* 1st or 2nd 39 

English III, Literature 1/2*, Rhetoric and Comp. 

'52* 3rd or 4th 31-32 

English IV, Rhetoric and Comp. %* Literature 

}'^* 3rd or 4th 32-33 

Biological Science or Agriculture, one unit 56, 72 

Civics,* V2 unit 4th 48 

Chemistry or Physics 3rd or 4th 50,53 

Domestic Art I,* V2 unit 1st 75 

Domestic Science I,* % unit 1st 75 

Drawing, Freehand,* one year, % unit 1st 78 

English I* 1st 27 

English II* 2nd 29 

Geometry, Plane 2nd or 3rd 40 

History, Adv. U. S.,* 1/2 unit 4th 47 

History, General History I,* Vz unit and 2nd 41 

History, General History II,* Ys unit or 2nd 45 

History, Ancient* 1st or 2nd. 47 

Manual Training,! 1/2 or more units 1st and 2nd 74 

Mechanical Drawing I, Vz unit 1st or 2nd 75 

Music, Vocal,* one or tv/o years, % unit 1st or 2nd 79 

Physical Education 17-19 

ELECTIVES 
Commercial Subjects 

Arithmetic, High School,* 14 unit 4th 85 

Bookkeeping V2* or one unit t 1st or 2nd SO 

Geography, High School,* V2 unit 3rd 81 

Law, Commercial, ^ unitt 3rd or 4th 81 

Penmanship and Spelling,* 1/2 unit 1st 80 

Shorthand I t 3rd 83 

Sliorthand II t 4th 83 

Typewriting I, % unit t 3rd 83, 84 

Typewriting II, 1/2 unit t 4th 83^ 84 

Foreign Language 

Caesar, Latin II 2nd 34 

Cicero, Latin III _ Srd 35 

French I ZZ 3rd ZIZUZZ"'" 35 

tNo examinations at any time. 

♦Offered for examination in March as well as in June. 



26 HIGH SCHOOL MANUAL 

French II 4th 36 

German 1 2nd or 3rd 37 

German II 3rd or 4th 38 

German III 4th 38 

Latin I, Grammar 1st 33, 34 

Norse 1 2nd or 3rd 39 

Norse II 3rd or 4th 39 

Second-year Latint - 2nd 34 

Vergil, Latin IV ~ -4th 35 

History and Economics 

History, English,* % unit 3rd 46 

History, Modern 2nd or 3rd 47 

Political Economy, General Economics, % unit 3rd 49 

Mathematics 

Algebra, Advanced, ^^ unit 3rd or 4th 40 

Arithmetic, High School,* % unit 4th 86 

Geometry, Solid, ^ unit 3rd or 4th 40 

Trigonometry, Plane, i^ unit 4th 40 

Miscellaneous 

Common School Course Eighth Grade 86 

Bible Study, i/^ unit 33 

Domestic Art II, Vz unit 3rd 75 

Drawing, Mechanical II, % unit 2nd 77 

Pedagogy,* V2 unit 4th 84 

Psychology,* 1^ unit 4th 84 

Senior Grammar,* ^> unit 4th 86 

Science 

Agriculture,* one unit 3rd 72 

Bacteria, Yeasts and Molds, % unit t 2nd 70 

Botany I,* V2 unit 1st or 2nd 56,58 

Botany II,* i/^ unit 2nd or 3rd 56,59 

Chemistry 3rd or 4th 53 

Domestic Science II, ^^ unit 3rd 75 

General Science Eighth Grade 63 

Geography, Physical, %* or one unit l»t or 2nd 64 

Geology, Elementary, % unit t 2nd or 3rd 68 

Horticulture, V2 unit t 2nd 72 

Physiology,* i^ unit 3rd 63 

Zoology,* 1/2 unit 1st 56, 60 

Zoology II, V2 unit 2nd 56, 62 

♦Offered for examination in March as well as in June. 

tNo examination at any time. 



HIGH SCHOOL MANUAL 27 



IV. SYNOPSIS OF SUBJECTS 



ENGLISH 



The courses in English have been thoroly outlined in syllabi, 
which aim to present the subject rather definitely. As these 
syllabi are available for all teachers, (address High School 
Examiner, whose post office is University, N. Dak.), brief 
synopses, giving the classics to be used, seem to be all that 
is necessary here. 

The literature work here outlined represents the minimum 
that should be done. Especially should students be encouraged 
to do more than the required amount of outside reading. The 
list of selections for reading is much more extensive than form- 
erly. It is not necessary, however, that a school should possess 
many copies of each of the books listed. All schools should 
provide as many copies as are necessary of each of the starred 
titles. Single copies of the others may well be placed in the 
school library if possible. It is recommended that the students 
should own the classics used for class study, thereby enabling 
them to accumulate the nucleus of a private library. 

Credit will be given for the literature and composition work 
separately and examinations will therefore be offered in each 
half unit of work. This course contains sufficient material to 
meet the college entrance requirements for the years 1915 to 
1919. 

ENGLISH I 
First half-year. The Study of Literature — (One-half Unit) 
For Class Study: 

Macaulay Horatius at the Bridge. 

Burroughs Sharp Eyes. 

Hawthorne Great Stone Face, Ambitious Guest, Great 

Carbuncle. 
Dickens Christmas Carol. 

Irving Sketch Book (Rip Van Winkle, Legend of 

Sleepy Hollow and one or two other 

sketches). 
Hale Man Without a Country. 

Lowell Vision of Sir Launfal. 

Lincoln Gettysburg Address (memorize). 

Hubbard Message to Garcia. 

Longfellow Courtship of Miles Standish. 
Whitter Snow-bound. 



HIGH SCHOOL MANUAL 



For outside reading: Four books, 
One from the following: 



Scott 


*Lady of the Lake. 




*Marmion. 


Tennyson 


*Enoch Arden, Gareth and Lynette, 




Lancelot and Elaine, Passing of 




Arthur. 


One from the following: 


Antin 


Promised Land. 


Bible, 


Old Testament Stories (ed. by James 




R. Rutland). 


Lanier, 


Boys' King Arthur. 


Cooper, 


-Last of the Mohicans, or The Spy. 


DeFoe, 


*Robinson Crusoe, Part I. 


Homer, 


*Iliad or "Odyssey, in translation. 


Parkman, 


*Oregon Trail. 


Porter, 


Scottish Chiefs. 


Riis, 


Making of an American. 


Stevenson, 


*Treasurer Island. 


Washington, B. T., 


*Up From Slavery. 


Two from the follo' 


^viiig : 


Aldrich, 


Story of a Bad Boy. 


Clemens, 


Tom Sawyer. 


Dickens, 


Nickolas Nickleby. 


Dodge, 


Hans Brinker. 


Eggleston, 


Hoosier Schoolboy. 


Franklin, 


*Autobiography. 


Kipling, 


*Captains Courageous. 




First or Second Jungle Book. 


Moores, 


^Abraham Lincoln for Boys and Girls. 


Poe, 


*Gold Bug. 


Stevenson, 


^Travels with a Donkey. 


Warner, 


*In the Wilderness. 



*Being a Boy. 
Wiggins, *Rebecca of Sunnybrook Farm. 

Note : The aim of this work should be to interest the pupil 
in reading, to introduce him to new authors, to arouse his en- 
thusiasm for real books. Something in regard to the lives of 
the authors read may be introduced and the pupil shoufd 
be encouraged to express himself by re-telling the stories or 
explaining why he likes them. The v/ork should be made 
different fro mthat of the eighth grade ; it should be 
maturer and more independent. An attempt should be made 
to get the pupil to appreciate something of the charm of style 
as evident in the choice of word--, apt ^■entence structure, or 
good paragraph arrangement in the authors read. 



HIGH SCHOOL MANUAL 29 

Second half-year. The Study of Grammar and Practical 
Rhetoric— (One-half Unit) 

Note : The study of the first half-year should have so con- 
vinced the pupil of the inadequacy of his own equipment that 
he will turn not unwillingly to the clearing up of doubtful 
matters in grammar and the learning of the elementary prin- 
ciples of rhetoric, including punctuation, capitalization, spel- 
ling of difficult v\ords, etc. The teacher should determine what 
points in grammar need emphasizing and then should drill 
on them. The work should be practical, grammar as it is used. 
The common errors in speech should be taken up and the 
nature of the mistake fully explained. Letter writing should 
be practically taught and many letters written, business letters, 
friendly letters, invitations, acceptances, descriptive letters, 
narrative letters, etc. The pupil should constantly have in hand 
some practical creative work and be constantly handing in 
exercises or compositions. There should be oral composition 
at least one day a week in which the pupil should be held up 
to a reasonably high standard of speech. In connection v/ith 
this work and the themes in description and narration, practi- 
cal examples from current papers and magazines may well be 
employed . 

ENGLISH IT 

Firct h;iif-ycar. Continued Study of Practical Rhetoric and 
Composition — (One-half Unit) 
Note : The work should continue that of the first year, 
bringing in also simple exposition, good models of which can 
easily be found in current periodicals. The planning of a com- 
position and its paragraphing should be dwelt upon, the work 
being always made as practical and as close to life as possible. 
At least two themes of 150 words each per week should be re- 
quired. These should be criticised i»nd rewritten if necessary. 

Second half-year. The Study of Literature— (One-half Unit) 

(1) Drama. 
For class study : 

Two from the following : 
Shakespeare, Julius Caesar. 

King Lear. 
Macbeth. 

Merchant of Venice. 
Midsummer Night's Dream. 
For outside reading : 

One from the following: 
Shakespeare. "'As You Like it. 

*Henry V, or The Tempest. 



30 



HIGH SCHOOL MANUAL 



or Two from the following: 

Sheridan, Rivals, 

Goldsmith, She Stoops to Conquer. 

Kennedy, Servant in the House. 

Note: Good oral rendering should be insisted on. Parts 
may be assigned from the plays studied, and the play read with 
as much realism as possible. The great passages should be 
committed to memory, and the student's ear trained to catch 
the rhythm. 

(2) Novel. 
For class study: 

Eliot, Silas Marner. 

For outside reading: 
- One from the following" : 



Churchill, 

Dickens, 

Hawthorne, 

Jackson, 

Kingsley, 

Scott, 

Wallace, 



Crisis. 

Richard Carvel. 

*Tale of Two Cities. 

*House of Seven Gables. 

Ramona. 

Westward Ho! 

*Ivanhoe. 

*Ben-Hur. 



(3) Short Story 
For class study : 

Textbook, Cody, W(Trld's greatest short stories. 
Reference and outside reading. Matthews. *The Short Story. 
Review : 
Irving, Rip Van Winkle, (In Cody). 

Dickens, Christmas Carol, (In Cody). 

Hawthorne, Great Stone Face, (In Cody). 

Ambitious Guest, (In Matthews). 
Study: 

Maupassant, The Necklace, (In Cody). 

The String, (In Cody). 
Kipling, The Man Who Would be King, (In 

Cody). 
Poe, Gold Bug, (In Cody). 

Fail of the House of Usher, (In Mat- 
thews). 
Descent into the Maelstrom. 



For outside reading: 

Six from the following : 

Aldrich, Marjory Daw. 



HIGH SCHOOL MANUAL 31 



Arabian Nights, Aladdin, or the Wonderful Lamp, (In 

Cody). 

Balzac, A Passion in the Desert, (In Cody). 

Dickens, A Child's Dream of a Star, (In Cody). 

Harte, Tennesee's Partner, (In Matthews). 

Stevenson, Markheim, (In Matthews). 

Stockton, *The Lady, or the Tiger? (In Mat- 

thews). 

Thackeray, A Princess's Tragedy, (In Cody). 

One from the following : 

Van Dyke, *Blue Flower. 

Ruling Passion. 

Kipling, *Day's Work. 

Two short stories from current literature, selections to be 
approved by the teacher. 

Note : The theory of the short story should be studied and 
the strong and weak points of those read should be presented. 

ENGLISH III 

First half-year. Continued Study of Literature — 
(One-half Unit) 

(1) Poetry, Narrative, Epic and Lyric. 
For class study. Four from the following : 

Arnold, Sohrab and Rustum. 

Coleridge, Rime of the Ancient Mariner. 

Milton, Minor Poems, or Paradise Lost, Bks. 

I-III. 

Pope, Rape of the Lock. 

Scott, Lay of the Last Minstrel. 

Tennyson, Idylls of the King, selected (Riv. Lit. 

Series No. 233). 

Study and read selections of ballads and lyrics from the fol- 
lowing authors : 

Shakespeare, Milton, Herrick, Gray, Blake, Burns, Words- 
worth, Shelley, Keats, Scott, Tennyson, Browning, Kipling, 
Longfellow, Poe, Whittier, Bryant, Lowell, Emerson, Whit- 
man, Lanier, Field, Harte, Riley, Foley and other contempor- 
ary poets. 

Teachers should make their own selections from available 
material. Among the best collections are: 

*Palgrave, Golden Treasury. 

*Seward, Narrative and Lyric Poems. 

Baldwin & Paul, English Poems. 

Memorize numerous selections, at least one from each lead- 
ing author. 



32 HIGH SCHOOL MANUAL 

Note: The characteristics of the n arious kinds of poetry 
should be clearly distinguished. The basic principles of lyric 
poetry should be studied and many poems read and discussed. 
Occasional papers should be written, some of which may be 
interpretations of poems read. 
(2) Oration. 

For class study : 

Lincoln, Gettysburg Address, (Review). 

Inaugurals. 
Cooper Union Speech. 

Washington, Farwell Address. 

Webster, First Bunker Hill Oration, 

Burke, Speech on Conciliation. 

For outside reading: Tvo h--ru the f; ^ll* 'V/ing : 

Hayne, Speech on Foote's Resolution. 

Lincoln, Speech in Independence Hall, and Last 

Public Address. 

IMacaulay, Speech on Copyright. 

W^ebster, Second Bunker Hill Oration. 

Reply to Hayne. 

Also oratorical selections from the library and from, contem- 
porary speakers, to be chosen by the teacher. 

Note : A number of selections should be memorized and de- 
claimed, and the student trained to recognize good style. A 
reasonable sprinkling of written themes may well be required, 
but the chief emphasis is on the oral rendering. 

Second Half-year. Study of Rhetoric and Composition, includ- 
ing Argumentation — (One-half Unit) 

Note : Class room debating should be a prominent feature 
of this work, also the briefing and writing of argumentative 
themes, several of which should be written, and if necessary, 
rewritten. As soon as one piece of work is completed, another 
should be taken up, making the effort of the pupil continuous 
and reasonably exacting. 

ENGLISH IV. 
First Half-year. Continued Study of Rhetoric and Composi- 
tion — (One-half Unit) 

Note: The whole subject should be reviewed and the stu- 
dent's weaknesses corrected. Many papers, including all types 
should be prepared ; oral composition should be kept up based 
on current topics. In connection with this work some good 
weekly paper, such as the Outlook, Independent or Literary 
Digest might well be used. 



HIGH SCHOOL MANUAL 33 

Second Half-year. A Brief Survey of the History of English 
and American Literature — (One-half Unit) 

Note : Some brief textbook may well be used here as the 
basis of the historical study. Historical and critical essays 
should be prepared. Some of the classics previously read 
should be recalled and various masterpieces which have not 
been read in previous years, should be studied or read to fill 
in the gaps. Especial attention may well be given to the essay 
and a number of biographical essays used to furnish lives of 
authors as they are taken up. The following are suggested : 

For class study : 
Carlyle, Burns, 

Macaulay, Johnson. 

For outside reading : 

Two or more from the following: 



.•\ddison, 


^•'DeCoverly Papers. 


Briggs, 


School, College and Character. 


Emerson, 


Representative Men. 




*American Scholar. 


Holmes, 


Autocrat of the Breakfast Table. 


Howells, 


My Literary Friends and Acquaint- 




ances. 


Lamb, 


*Essays of Elia (selected). 


Lowell, 


*My Garden Acquaintance, etc. (Riv. 




Lit. Sen No. 169). 


Macaulay, 


*Milton. 




^Goldsmith. 


Stevenson, 


*Inland Voyage. 


Thackeray, 


English Humorists. 


Van Dyke, 


*Little Rivers. 




Fisherman's Luck. 


Warner, 


*My Summer in a Garden. 




BIBLE STUDY 




One-half Unit 



This half-unit of credit is allowed on passing state examina- 
tion and without regard to how preparation was made. A 
syllabus on this subject may be had by addressing Mr. 
Walter Snow, Fargo, N. D. 

LATIN 

Pupils should be held strictly to the use of clear idiomatic 
English in their translations, though they should be led from 



34 HI GH SCHOOL MANUAL 

the start to notice carefully the Latin order of words and to 
comprehend the thought in that order. 

In the reading of the Latin text the teacher should see not 
only that each word is correctly pronounced but also that the 
words are properly grouped. He should strive to teach in- 
telligent, expressive reading. The Roman method of pro- 
nunciation should be used. 

LATIN I 

One Unit 

Latin Grammar and Easy Latin Prose 

As the work of this year is fundamental, it is of the utmost 
importance that it be accurate and thorough. The aim should 
be the acquisition of a vocabulary of a few hundred words, a 
thorough mastery of the regular and most common irregular 
forms, and a firm grasp of the more usual constructions. To 
accomplish this, contant review, oral and written, is necessary. 
Therefore, when the declensions, the conjugations and com- 
parisons have been studied, there should be frequent practice 
in the declensions of nouns, pronouns and adjectives, in the 
conjugation of verbs, and in the comparison of adjectives and 
adverbs. Much of this can be done in connection with the 
work in composition, the pupil being a.sked to write a sentence 
on the board and to decline a noun and pronoun and give a 
synopsis of a verb in the sentence. All long vowels should be 
marked in all written work. After the first two or three les- 
sons, translation, oral and written, from Latin into English, 
and from English into Latin should form an important part 
of every recitation. Nor should the teacher restrict himself 
to the sentences in the text book ; he should compose a large 
number himself, making repeated use of those words and con- 
structions which it is most necessary for pupils to know. 
Word formation should receive some attention . 

LATIN II 

One Unit 

The reading matted of this year may consist entirely of 
Caesar's Commentaries, or a somewhat freer and wider course 
may be given. The courses are as follows: 

(a) "Caesar." The first four books of Caesar's Gallic War. 

(b) Selections from Caesar equivalent in amount to two 
books, and selections from Viri Romae and Nepos and, per- 
haps, other prose equivalent to two more books. 

With either reading course the following suggestions should 
be carried out : 



HI GH SCHOOL MANUAL 35 

1. Reading of Latin aloud, and translations into clear, 
idiomatic English. 

2. The syntactical relation of each word should be under- 
stood, and the thought fully comprehended ; principal parts 
of all verbs memorized ; frequent practice in the declension of 
nouns, pronouns and adjectives in the conjugation of verbs, 
and in the comparison of adjectives and verbs. This gram- 
matical work should receive great emphasis. 

3. The life of Caesar; the geography of the country; the 
organization of the Roman army, and the Roman art of war ; 
all other subjects necessary for an understanding of the text 
read. 

4. A careful, thoro review of the forms and word-formation 
should be made, and a systematic study of syntax should be 
begun. 

5. Latin Composition at least once a week. Sight reading. 
Memorizing of noteworthy passages. 

LATIN III 
One Unit 

Cicero's orations: In Catilinam. De Imperio Pompei, and 
Pro Archia, six orations in all. 
1. 2 and 5 as in the second year. 

3. The life of Cicero; the history of his time; Roman ora- 
tory; Roman government; all other subjects necessary for an 
understanding of the text read. 

4. The systematic study of syntax continued. 

6. A careful study of the structure of each oration, but 
especially of the De Imperio Pompei. 

LATIN IV 
One Unit 

The first six books of A^irgil's x-leneid. 
1, 2 and 5 as in the second year. 

3. The life of Vergil ; all subjects of a geographical, ar- 
chaeological, mythological or other nature necessary for an 
understanding of the text read. 

4. A study of the poetic forms and constructions met in the 
text. 

6. A study of the structure of the Dactylic Hexameter and 
careful attention to the correct reading of it. 

FRENCH I^ 

The thing of chief importance in the first year of the teach- 
ing of French is to lay all possible stress on the fundamentals. 
Because many French words resemble in appearance English 
words (which are usually not equivalent) and because the 



36 HIGH SCHOOL MANUAL 



word order is partially similar, there is a deceptive easiness 
about the study that leads to carelessness on the part of both 
teacher and pupil. This results in many misunderstandings 
and a basic knowledge is often not secured. Clarity and pre- 
cision are two of the chief characteristics of the language and 
if it is not studied with full appreciation of this both the 
practical and the cultural values suffer. 

The objects to strive for in the first year are: (1) an un- 
objectionable pronunciation; (2) a thorough knowledge of the 
forms of the language, including twenty-five of the common- 
est irregular verbs ; (3) a knowledge of the general elementary 
points of syntax; (4) the thorough mastery of about 1500 
words of vocabulary and common idioms; (5) the ability to 
translate at sight simple French of the grade found in the 
average reader ; (6) the ability to comprehend short questions 
in French and form short answers to them. 

The basis of all successful work is the pronunciation and 
there shduld be no haste in outlining it clearly, describing how 
the sounds are formed as well as pronouncing them for imita- 
tion. The beginning book should be one that uses some form 
of phonetic transcription, preferably that of the International 
Phonetic Association — such a book as either of those by Fraser 
& Squair (D. C. Heath) or Thieme & EfTinger (Macmillan). 
If the teacher feels able to attempt the modern Reform Method 
now widely used abroad a choice may be made of the Walter- 
Ballard (Scribners). This is especially good in small classes. 
All new words must be carefully pronounced by the teacher 
and care taken to see that the pupil gets a correct notion of 
the sounds the first time. Do not be afraid to correct un- 
ceasingly. Make frequent use of dictation exercises, using the 
lessons as a basis. Drill carefully on the verbs, saving time 
by using a verb blank (one can be secured from the University 
Bookstore, University, N. D.) Be practical and translate early, 
questioning as far as possible in French, using the text as a 
basis. Correct carefully all exercises and insist on corrected 
work being re-written. Memorize the Marseillaise (two or 
three stanzas) and sing it in class. Use the reading material 
to suggest as far as possible facts in French, history, life, com- 
merce, industry, etc. A reader such as Talbot : Le Francais et 
E3. Patrie (Sanljorn) is of great help in this work. 

FRENCH II 

One Unit 

Review the fundamental features of the first year, using 
some such book as Trois Semaines en France (Oxford Univer- 
sity Press, New York). This exercise should come once a 



HIGH SCHOOL MANUAL Zl 

week throughout the year. It may be supplemented by com- 
position work based on the text. Re-emphasize constantly the 
pronunciation. The reading should be copious and fairly easy, 
although an increase in difficulty over that of the first year. 
Such texts as Merimee's Colomba, Brunot's Le Tour de 
France, Malot's Sans Famille, About's La Mere de la Marquise, 
Halevy's L'Abbe Constantin, Labiche, Le Voyage de M. Per- 
richon may be chosen and toward the end of the year an excel- 
lent choice is Maupassant, Huit Contes Choisis (D. C. Heath). 
In Health's catalogue will be found an excellent graded list 
of texts for different degrees of advancement. Memorization 
of short French poems such as Nadaud's Carcassonne, Hugo's 
Le Tombe a la Rose, etc. (Note: Schools offering French 
should have the following equipment: (1) International 
Pronouncing French Dictionary (Hinds, Noble and Eldredge) ; 
Le Petit Larousse Illustre (G. E. Stechert, New York) ; (3) 
Map of Europe (Rand-McNally's Chicago) ; (4) A Map of 
France, St. Paul Book and Stationery Co., St. Paul, Minn.) ; 
a Plan of Paris (Nouveau Paris Monumental et Environs de 
Paris, (Paris, Garnier Freres, No. 6, Rue Des Saints Peres) ; 
Dowden's History of French Literature Appletons) ; Adams, 
A Short History of the French People ; Taine, the Origins of 
Contemporary France). 

Teachers may well add to their personal library the follow- 
ing: Report of the Committee of Twelve, (D. C. Health); 
Karl Breul. The Teaching of Modern Foreign Languages (G. 
E. Stechert. New York) : Jespersen, How to Teach a Modern 
Foreign Language (G. E. Stechert, New York). Regular 
reading and investigation should have a definite part in the 
work of every teacher. The standard of modern language 
teaching is steadily improving. 

(For further assistance and suggestion, address the Depart- 
ment of Romance Languages, University of North Dakota, 
University. N. Dak.) 

GERMAN I 

One Unit 

The first few weeks of the study of German are critical. 
Every effort should therefore be made that the students ac- 
quire a perfect pronounciation. Drill must be the slogan — 
ceaseless and untiring drill, individual and in concert. Explain 
the physiology of sound production. Use phonetic transcrip- 
tion to keep the teacher's and the pupils' pronounciation up 
to grade. Assign to pupils no home study without having 
previously prepared the work thoroly in the class. Insist that 
the vocabulary be mastered. Insist that the points in the 



38 HIGH SCHOOL MANUAL 

grammar are understood and that the principles can be ap- 
plied, not only in paradigms but in complete sentences,— in 
other words, teach lebendige Grammatik. Use dictation exer- 
cises, lasting, at the most, ten minutes, at least one each week. 
Sing German songs. Teach pupils to read the German script, 
even if they are not required to write it. It is part of their 
German equipment. It does its part to create Sprachgefuhl. 
Do not teach only the German language, but teach also some- 
thing of the Germans as a great modern nation — economical- 
ly, politically, industrially, educationally, etc. For this pur- 
pose select some simple reader which deals with German life, 
rather than some of the many pathetic tales that are frequently 
read. See to it that readers and grammar are thoroly modern 
and up to date. Memorize : O Tannenbaum ; Heine's Du bist 
wie eine Blume, and Die Lorelei ; Goethe's Das Heidenroeslein. 
Master the essentials of grammar and read one hundred pages 
of graded prose. Make German the main medium of expres- 
sion in the class room. Remember the words of Gothe : Das 
Was bedenke, mehr bedenke Wie. 

GERMAN II 
One Unit 

Review the Grammar thoroly. Read much aloud. Translate 
only the difficult parts of the lessons. Let no faulty pro- 
nounciation pass uncensured. Read at least one text that deals 
with German life. (Most of the book companies have recently 
gotten out some excellent texts of this kind). It is essential 
that our students should have a correct notion of the Germans 
of today. Give composition work once a week. Give dicta- 
tion exercises of fifteen minutes once a week. Have oral repro- 
duction of short anecdotes and short stories. Memorize : Die 
Wacht am Rhein ; EichendoriT's Das zerbrochene Ringein ; 
Goethe's Der Erlkoenig; Uhland's Das Schlosz am Meer. Sing 
German songs. Read two hundred pages of graded prose. 

Aside from the text on German life, selection may be made 
from such text as : Seidel's Aus goldenen Tagen ; Frommel's 
Mit Rsenzel und Wanderstab ; Wildenbruch's Das edle Blut ; 
Raabe's Else von der Tanne ; Hauff's Das kalte Herz. 

GERMAN III 

One Unit 

In this course, the following are read : Riehl's der Fluch der 
Schoenheit i^ouque's Undine. Baumbach's der Schwiegersohn, 
Freytag's die Journalisten, Schiller's Wilhelm Tell, a good his- 
torical selection, and a few selected ballads and lyrics. Much 
work in oral and written paraphrases, abstracts, or free repro- 



HIGH SCHOOL MANUAL 39 

ductions from memory of selected portions of matter read ; 
also such grammatical drill as the class may need. 

NORSE I AND II 

These courses are to be equivalent to the courses in German 
I and II or French I and II in the amount of work required, 
in the credit allowed, and in their demand upon the effort of the 
pupil. 

For details regarding the content of these courses, apply to 
the Department of Scandinavian Languages of the University 
of North Dakota. The post office address is University, N. D. 

ELEMENTARY ALGEBRA 
One Unit 

At the beginning there should be a short treatment of this 
subject in such a manner as to make its relation to arithmetic 
as close as possible. Throughout the course it should be shown 
that the definitions and principles of arithmetic with some 
extension of meaning hold true in algebra. At the outset the 
pupil should learn that in algebra he is dealing chiefly with 
number and that each letter or combination of letters (alge- 
braic expression) represents a number. The first problems 
should be such as mav be solved as an exercise in either arith- 
metic or algebra and should be solved both ways. Problems 
that may be solved by the use of linear, or simple, equations 
should be placed early in the course. 

After the above preliminaries are completed, the following 
topics should be treated. The order in which many of them 
are taken up is not important : Positive and negative numbers. 
Axioms. Addition. Subtraction. Signs of aggregation, Mul- 
tiplication. Division. Special products. Factors. Highest 
common factor. Lowest common multiple. Fractions in alge- 
bra. Fractional equations. Simultaneous equations of two 
and three unknown numbers. Involution. Evolution. The 
simpler work in negative, literal, fractional and zero expon- 
ents. The simpler work in radicals, and radical equations. 
Graphic solutions. Pure quardratics. The simpler work in 
affected quardratics. — solutions by completing the square and 
by factoring. Problems in simultaneous quadratics — two un- 
knowns. The simpler work in ratio and proportion. 

The following topics are not included in this course: 
Highest common factor by continued division. Simultaneous 
equations involving four or more unknown numbers. Inde- 
terminate equations. Inequalities. The factor theorem. The 
more involved work in radicals, quadratics and ratio and pro- 



40 HIGH SCHOOL MANUAL 

portion. The theory of exponents. Imaginary numbers. 
Equations in the quadratic form. Theory of the quadratic 
equation. Cube root. 

ADVANCED ALGEBRA 

One-half Unit 

This course includes the following topics : General prin- 
ciples of the fundamental processes. Signs of aggregation. 
Equations, Factoring. The factor theorem. Highest common 
factor, including the process by continued division. Algebraic 
fractions. Simultaneous equations, Graphs. Cube root. 
Inequalities. Indeterminate equations. Theory of exponents. 
Radical equations. Imaginary numbers. Quadratics. Ratio, 
proportion and variation. Series. Binominal theorem. Loga- 
rithms. 

PLANE GEOMETRY 

One Unit 

As presented in the ordinary text books. 

Care should be taken that the pupil gains not merely a 
superficial readiness in using the form of geometric proof, 
but also an insight into the underlying principles of the sub- 
ject which will enable him to apply his knowledge rightly. 

Varied examples involving numerical computation should 
be given and occasional brief practice in drawing to scale will 
perhaps be found helpful. 

Effort should be made through abundant work in original 
exercises and otherwise to develop in the pupil a prompt and 
independent facility in geometrical reasoning and proof, in 
constructions and in computation of problems involving men- 
suration. 

SOLID GEOMETRY 

One-half Unit 

The course as given in the usual text books in solid geo- 
metry. 

The suggestions given above for plane geometry may also 
be observed in teaching this subject. 

PLANE TRIGNOMETRY 

One-half Unit 

The definitions and relations of the six trignometric func- 
tions as ratios ; the use of tables and the elementary theory 



HIGH SCHOOL MANUAL 41 

of logarithms ; the solution of right and oblique triangles and 
considerable practice therein ; the proof of important formulas 
for the solution of triangles, for the ratios of the sums and 
difiference of angles and for other trigonometric transforma- 
tions ; some practice in such trignometric transformations and 
verifications of identities as are given in the ordinary tex/ 
books. 

HISTORY 

General history as a one-year course, and ancient and mod- 
ern history as a two-year course, are in part duplicate subjects ; 
therefore, a pupil who recei^■es credit in general history shall 
not receive credit in ancient or modern history, and vice versa. 
Pupils should pursue genera! history or both ancient and 
modern history. 

GENERAL HISTORY I 
First Semester 
One-half Unit 

General history is a full-year course beginning with the 
earliest civilization in the East and extending to the present. 
The study will cover the same ground as ancient and modern 
history, but less intensively. The work is divided into two 
semesters and one-half unit credit is given for each semester's 
work. 

The first half of the year's study begins with the earliest 
civilization and extends to about 1300 A. D. The work should 
begin with a brief sketch of Egypt, the Mesopotamia Valley, 
and the kindred peoples, then the larger portion of time is 
given to a study of Greece and Rome. Some texts devote 
several preliminary pages to the races of mankind : where this 
is the case the text should be followed and the races and 
families fixed in mind. 

The following topics should be treated: The far East, India 
and China ; the races, dynasties, religion, education — -literature, 
writing, and the like. 

Egypt ; the physical features and climate, the dynasties, the 
people, their religion, social life, and industries, their monu- 
ments and contributions to civilization. Some up-to-date 
treatise should be consulted on these topics. 

The Semitic people : 

a. Early Babylon. The development and union under in- 
dustrial development, conquests, and decay. 

b, Assyria. Contrast with Babylonia, the people, religion, 
institutions, and industries. Note also the warlike attitude of 



42 HIGH SCHOOL MANUAL 

the two. Assyria became the first world power. Note any 
scientific contributions to civihzation. Make a careful study 
of the development of the City State, its origin and develop- 
ment into a nation. 

c. Later Babylonia. Medes. Persians, Syrians, Hebrews, 
and Lydians. The international relations are complicated. 
Babylon is recognized as the greatest kingdom. 

d. The Hebrews. Their early history should be learned : 
the longing for a land or home free from external influences. 
A study of their laws and government might profitably be 
made. Note also their domestic life, religion, and relation to 
other nations. They developed no art or science; why? Their 
contribution to civilization was a religion. 

e. The Phoenicians. The position of their country led to a 
new industry- — commerce. Find some historical association 
with their capital cities. Tyre, Sidon, also the Cedars of 
Lebanon. Their greatest work and contribution was the colo- 
nization of new territories and the development of an alphabet. 

In the al)ove outline of study, follow carefully the civilizing 
influences ; note the institutions of art, culture, and the various 
industries. It should be observed that the Semitic people have 
contributed to the world their religions, and the contribution 
of the Hebrews — the Christian religion as set forth in the 
Bible — is the crowning work of all the races. 

The Persians. Note their race, government, rapid develop- 
ment till they have absorbed Asia Minor. Study the plan of 
expansion, of the building of roads, houses, etc. An important 
feature in their life is their religion, due to their contact with 
Greece. Their militray campaigns are of small moment, except 
perhaps, against Greece. 

Grecian History 

The Beginnings of Greece. The Greek people, the difl:'erent 
tribes, their early language and traditions. The land, its 
significance. The legendary periods ; the Homeric and My- 
cenian ages ; the culture of these periods. 

The Greek City State, 700-500 B. C. The political growth 
and expansion thru sending out colonies. The typical city 
states — Athens and Sparta. The growth of Athens as a de- 
mocracy, a monarchy, an olagarchy, a tyranny-democracy. 
The growth of Sparta, a monarchy. The social and economic 
conditions in the two cities. The Graeco-Persian wars, cause 
and results (details not necessary). 

Struggle for Supremacy in Greece. The Athenian suprem- 
acy ; her naval policy — the Delian League. Pericles, his office, 
work, and influence. Spartan supremacy, cause result. Theban 



HIGH SCHOOL AlANUAL 43 

supremacy. Relation of states, attitude toward democracy. 
Macedonian supremacy. Political life in Greece, Leaders. 

Union of Greece and the Orient. The C\)nquest of Alex- 
ander, his empire. Spread k^ (ireek culture and its influence. 
Division of his kingdom. 

Greek Architecture, Painting, and Sculpture. Their de\ elop- 
ment and influence upon the WDrld. Literature, epic and lyric 
poetry, their development. The drama and its development. 
History, oratory, philosophy, the dillcrent schools and leaders; 
The underlying principles of each Science, the Greek contri- 
bution to civilization 

Hellenic and Hellenistic Cultuie. The social life of the 
people. Spread to the East. The Achaean League, its origin, 
constiution, growth, conflict with Sparta. Final decline. 

Little or no emphasis should be placed upon the following 
topics : The domestic strife and civil wars, except to note that 
Greece could never unite and hence was destined to be ab- 
sorbed by a greater power ; the foreign wars and international 
affairs, except as other nations came under the influence of 
Greek culture : the Legendary and pre-historic periods, except 
as introductory ; the numerous gods, except as influencing 
their social life. 

Roman History 

The land: geographical unity, position, and extent. The 
people: mingled races: Italians, Greeks, Gauls, Etruscans, etc. 

Traditional Origin: how founded, growth, etc. Growth of 
city of Rome. Patricians and Plel)ians. Units: Family, clans 
and gens, tribes, city state, nation, and empire. 

The Republic. Development of a constitution, class struggle, 
the patricians, plebian assembly, the political and social fusion. 
Unification of Italy under Roman rule. Subjects: Latin 
colonies, praefectures, allies. Bonds of union, patriotism, 
language, government. Punic Wars: occasion, Carthage a 
growing power, final struggle, Scipio and Hannibal, results. 
Conquest of East and West Mediterranean lands. World 
Empire — Evils: luxury, gladiatorial games, etc. Greek culture 
and wealth ; political, economic, and social results. 

Transition from Republic to Empire. The Gracchi, at- 
tempts at reform, Agrarian laws, economic and political re- 
form, land laws. 

Military Rule. War with Jugurtha (senate corrupted). 
The Cimbri, and Teutons. Marius and Sulla. The social 
war, massacres and proscriptions. (Details not necessary. 
Observe the patriotism shown). 



HIGH SCHOOL MANUAL 



Growth of Imperialism. Pompey, Caesar and Crassus. the 
triumvirate, rise of Caesar, fall of Pompey. Caesar's con- 
structive w^ork, reform in provinces, clemency, land laws, 
character of Caesar. 

The Empire. Augustus : Character, rule, world peace, re- 
sults. The Julians' Character of rule, stability of government, 
development of art, science, culture, and literature : their worth. 
The Flavians. The Antonines. A World Empire. The later 
Government: municipal, provincial. ...The Army, its organiza- 
tion provincial and local. 

Education. Universities, gramniar schools, and elementary 
schools. Religion, pagvu ana Christian; persecutions under 
Nero, Diocletian, and iVtarcus Aureliu^.. 

The Christian Church. Its organization, growth under 
Constantine. The division of the kingdom west and east. 
Struggle Vv'ith the l)arbarians. 

The Dissolution of the Roman Empire. The Teutonic in- 
vasions: East Goths, West Goths, their demands, results; 
the Huns ; the Vandals : the Franks, Clovis and his suc- 
cessors. The fusion of Teuton and Roman culture. The 
Mohammedan peril ; beginning, spread, check at Tours. 

The Papacy. Development, temporal powers. The Franks 
and the popes. Charles Martel, Pippin, Charlemagne's King- 
dom, expasion, consolidation. Social and political conditions. 
Charlemagne crowned <S00 A. D. Charlemagne's successors. 
The Treaty of Verdum, 843; division of the kingdom. The 
new barbarian attack — Slavs, Norsemen, Huns — results. Feud- 
alism, causes, extent, elements ; land tenure and military serv- 
ice. Results in Western Europe, commerce, literature, social 
life. 

France from the Treaty of Verdun to the twelfth century : 
the organization and development of the kingdom. 

Germany, development, growth, rulers. The Holy Roman 
Empire, origin, extent, result. The struggle between the em- 
perors and the pope. Growing jealousy. Hildebrand ; Inno- 
cent III.; Henry IV., etc. 

The Crusades. Conditions in East before crusades. The 
Mohammedans, their attitude. The Turks, opposed to the 
Pilgrims. Results of crusades — developed commerce, uni- 
versities, trade. The rise of towns. The guild.s — merchants 
— trade. The new monarchies, centralized power. England, 
France, Spain, Germany, Scandinavia, Switzerland, Nether- 
lands, their struggle, rapid growth, and relation to foreign 
forces. Note their growth after the crusades. 



HIGH SCHOOL MANUAL 45 

GENERAL HISTORY II 

Second Semester 

One-half Unit 

In the study of modern history care should be taken to 
follow institutional and national development, in which the 
germs of our own institutions, government, and society may 
be found. Place special emphasis upon the following topics: 

The Renaissance. The nature and development of new-old 
ideas. The new learning, medicine, art, philosophy, literature. 
Some leaders of the movement : Dante, Petrarch, and others. 

The Protestant Reformation. Luther, his life and work, 
his precursors. Counter Reformation in the Catholic Church ; 
results. A century of religious wars, Protestant and Catholic. 

England in the Seventeenth Century. Civil wars, causes 
and results. The Tudors, character, work, development, etc. 
The Stuarts, idea of government, religion. Civil war and the 
commonwealth ; Cromwell and the Puritans ; the Restoration ; 
Revolution ; a constitutional monarchy. 

General European Development. Louis XIV. of France. 
Leadership of France. Social and economic conditions. The 
extra\agant court. Russia: Peter the Great; expansion; in- 
troduction of Western ideas. Prussia: A military power; 
expansion and influence over Europe. England: expansion 
and industrial development ; leaders and inventions. 

The French Revolution. Existing conditions before. Con- 
stitutional monarchy; Republic, Reign of Terror; the Direc- 
tory ; the Consulate and Empire, Napoleon and his regime : 
reaction. Congress at Vienna, rearrangement of territory, etc. 

France since 1815. The Divine Monarchy to 1830. Con- 
stitutional Monarchy, 1848; Republic, 1842-52; Empire, 1870; 
Republic. 

Central Europe since 1848.... General revolution of 1848; 
cause. Spread of democracy. Unification of Italy ; her lead- 
ers ; result. Unification of Germany ; leaders ; circumstances. 
Austria-Hungary ; struggles and union. 

Growth of Small States in West. Spain, decline in power. 
Portugal, changing government. Holland, commerce, rival 
of England, Belgium, government and development. Switzer- 
land, origin and growth. The Scandnavian Kingdoms — Nor- 
way, Sweden, Deimiark, — government, industries, people. 

England's Later Development. Political reforms ; legisla- 
ti\e and social reforms; union with Ireland and Scotland. The 
Irish question. Her colonial system and colonies. Constitu- 
tional development. 



46 HIGH SCHOOL MANUAL 

Expansion into Africa and Asia. The partition of Africa. 
The Boer War. The awakening of the East. The modern 
problems. Other topics of note to dwell upon are the Magna 
Charta, the discovery of America, the relation of Europe to the 
Colonies and to the United States, and the like. 

The conditions in Europe, political, social, religious, military 
and commercial, that led to the great European war, that began 
in August, 1914. 

Little stress should be laid upon wars and battles, cam- 
paigns and domestic strife, except where a national existence 
is at stake — as in French Revolution. Even then the details 
are not necessary. Individuals need not be studied except in 
rare instances. The learning of the rulers of each country is 
unnecessary. Know something of the great rulers, however. 
The same holds true with dates. Some eighty or more dates 
should be knov/n as landmarks. 

REFERENCE AND SUPPLEMENTARY BOOKS 

Ancient Period: 

1. Herodotus; (For Egypt, Babylon, Persia, and Early 
Greece). 

2. Bulfinch ; "Age of Fable or Beauties of Mythology." 

3. Abbott, Jacob ; Biographies of Alexander, Hamilton, and 
Caesar. 

4. Church ; "Story of the Odyssey" and "Story of the 
"Iliad". 

5. Gulick ; "Life of the Ancient Greeks." 

6. "Trial and Death of Socrates" (Macmillan, Publishers). 
Mediaeval Period and Modern Period: 

1. Symonds, J. A.; "A short History of the Renaissance in 
Italy." ^ 

2. Tarbell, Ida: "Life of Napoleon and the Empress Jose- 
phine." 

3. Freyton, Gustav ; "Martin Luther." 

4. Green ; "A short History of the English people." 

5. Henderson, E. A. ; "Short History of Germany." 

6. Macaulay, T. B. ; "Frederick the Great." 

7. Molley, J. L. ; Peter the Great." 

8. Froude ; "English Seamen in the Sixteenth Century." 
See also bibliographies in various textbooks. 

ENGLISH HISTORY 

One-half Unit 

The efifect of the geography of England upon its history; 
coming of the Romans, Angles, Saxons and Normans, and 
England's debt to each ; Alfred the Great ; development of 



HIGH SCHOOL MANUAL 47 



English political institutions which were later transferred to 
the Colonies in America and so passed on to us; Renaissance 
and Reformation ; Age of Queen Elizabeth, The Great Rebel- 
lion, Oliver Cromwell and the Commonwealth ; Foundation of 
the British Empire ; the industrial, American and French Revo- 
lutions; social reform. 

ANCIENT HISTORY 
One Unit 

This full year course in ancient history should be much more 
comprehensive than that contemplated for the first half of the 
course in general history. It should begin with a brief sketch 
of the oriental nations in order to show how our civilization 
began in the East, and how these .people affected the larger 
nations of Europe. The Greek history should be more care- 
fully studied. The principal emphasis should be laid first, upon 
the making of the two leading states of Greece— Sparta and 
Athens ; second, upon the achievements of the Greeks outside 
their own narrow land, as seen in their great colonizing move- 
ments, their wars with Persia and the effort of Athens to 
build up a world empire; and third, upon the conquests of 
Alexander and the period that followed in which Greek ideas 
dominated the whole eastern world. 

The Roman history should be studied with a view to bring 
out the dominant elements in the character of the people, their 
party strife in the evolution of their constitution, the great 
period of territorial growth and conquest, and last and most 
important of all, the unification of the world by the Roman 
roads and bridges, the Roman legions and the Roman law. 

The era of the great migrations; the rise of the Frankish 
Kingdom; Charlemagne. To 800 A. D. 

MODERN HISTORY 
One Unit 

From 800 A. D. to the present time, this should be a much 
more comprehensive course in European history than that 
contemplated for the latter half of the course in General His- 
tory. A book of 500 to 700 pages should be used as a text 
and it should be amply supplemented. 

ADVANCED UNITED STATES HISTORY 
One-half Unit 

For a complete treatment of this subject please see the 
syllabus compiled by the special committee. This syllabus 



48 HI GH SCHOOL MANUAL 

and a syllabus of a half unit in civil government, compiled by 
another special committee, may be had by addressing the 
Examiner, University, N. D., and enclosing 20 cents per copy. 
The two syllabi have been printed and bound in a single 
volume and the stock is kept at the examiner's office. 

CIVIL GOVERNMENT 
One-half Unit 

Syllabus :— The State Board of Education has published a 
syllabus giving a detailed outline of the work to be covered. 
Please consult this syllabus.* A general statement of the 
work is as follows : — 

1. Aim.— The aim of this course is two-fold: (1) to stimu- 
late the pupil's interest in government activities ; (2) to im- 
part information concerning these activities. The ultimate 
results of this course, if properly taught, will be the creation 
of civic intelligence, the application of this civic intelligence 
to the problems of community welfare, and the assumption by 
the young citizen of his proper responsibility for understand- 
ing difficulties, locating defects, and aiding in the administra- 
tion of our government. 

2. Methods Suggested.— (1) Text. (2) Collateral. The 
text book must form the backbone of the course. Select a 
proper text, dealing with both our state and nation, and have 
the pupil master it thoroly. The collateral work is also very 
important. The following lines of collateral work are sug- 
gested : Library readings and reports on assigned topics ; 
debates ; current-events discussion once a week ; visit to local 
institutions ; visit to local meetings, such as town meetings, 
city council meeting, county commissioners meeting, sesson 
of court, etc. ; a classified collection (in form of a Scrap Book 
or some similar permanent form) of printed matter and 
pictures pertaining to civil government. One newspaper or 
magazine dealing with good government, should be taken by 
the school. Devote about half of the time to the study of 
national government, and half to the study of state and local 
government. The study of national government should 
precede the study of state and local government, since the 
federal government is the general type followed by the state, 
and, to a certain extent, by some divisions of local government. 
Reading References. — 



^Address: Examiner.University, N. Dak., and enclose 20 
cents per copy. 



HIGH SCHOOL MANUAL 49 

A. On North Dakota : 

1. Boyle. Gov;ernment of North Dakota, American Book 
Company. This book covers both state and nation, and 
IS designed especially for North Dakota high schools 

2. North Dakota Blue Book. Issued biennally by the 
Secretary of State, Bismarck. This is a good reference 
book to use with the above text. 

B. General work on civil government. The following six 
books constitute a model "Ten Dollar Library in Civics,'' and 
as such they are worthy of a place in the high school library. 

1, 2. Bryce, The American Commonwealth, 2 vols 1910 
edition. Macmillan. 

3. Hart, Actual Government. Longmans 

4. Harrison. This Country of Ours. Scribners 

A r.-^!''^- ,^^ad"igs in American Government. Macmillan. 
6. \\ illoughby. Rights and Duties of American Citizen- 
ship. American Book Company. 
C. Newspapers or Magazines: 

1. Among the general periodicals, these four are recom- 
mended : — 

Outlook, New York. $3.00. 
Independent, New York, $3.00. 
Survey, New York, $3.00. 
Review of Reviev/s, $3.00. 

2. Among the special periodicals, the following two are re- 
commended : 

Annals of the American Academy of Political and So- 
cial Science, Philadelphia, $5.00. 
National Municipal Review, Philadelphia, $5.00. 

POLITICAL ECONOMY 

One-half Unit 

The objects of this course are two-fold :—(l) It aims to 
create and stimulate in the pupil an intelligent intere'^t in the 
economic life of his immediate neighborhood, and his country 
state and nation. This is essential, since economic or material 
prosperity underlies any advance in civilization. (2) It aims 
to give the pupil the mastery of a few sound economic prin- 
ciples. The larger part of the time should be devoted to a 
mastery of underlying economic principles which are now 
accepted as axiomatic. Great care should be exercised in the 
study of economic questions. The purpose of the course is 
to offer sound principles illustrated by concrete examples. 

This course should begin with a survey of the industrial 
stages through which civilized society has passed. This 



50 HIGH SCHOOL MANUAL 

should be followed by some consideration of the industrial 
history of the United States. The greater portion of the work 
on the course should be put on : Consumption of wealth ; pro- 
duction of wealth ; definition and factors ; exchange, rnoney, 
banking and credit, international trade, tariff, distribution of 
wealth, rent, interest, profit, wages, review of fundamental 
concepts, namely :— wealth, capital, value, utility. If time 
permits, some economic problems, such as public finance and 
socialism, may be studied. 

A good text should be chosen and mastered. Collateral 
work sufficient to illustrate all the principles of the text 
clearly, should be employed. This can be found in part in the 
free government publications mentioned below, in part by 
observing the economic life of the community and reading the 
public press. 
Reference Library: — 

1. Ely, Outlines of Economics. 

2. Adam Smith, Wealth and Nations. 

3. McVey, Modern Industrialism. 

4. White, Money and Banking. 

5. Moody, The Truth About the Trusts. 

6. Ripley, Trusts, Pools and Corporations. 

7. Adams and Sumner, Labor Problems. 

8. Taussig, Tariff History of the United States. 

9. Coman, Industrial History of the United States. 

10. Dewey. Financial History of the United States. 

11. Johnson, American Railway Transportation. 

12. The World Almanac. 

13. The American Yearbook. 

Free Publications of the United States Government : 

1. Statistical Abstract of the United States. Issued annu- 
ally by the Department of Commerce and Labor, Wash- 
ington, D. C. 

2. Bulletin of Bureau of Labor. Published at irregular 
intervals. 

3. Annual Reports, Bureau of Labor. 

4. Special Reports, Bureau of Labor. 

5. Annual and Special Reports, Commissioner of Corpora- 
tions. Good material on the "Trust question." 

6. Reports on Good Roads. Division of Good Roads, De- 
partment of Agriculture. 

PHYSICS 

One Unit 

The study of physics in the high school should be a study 
in "natural philosophy" rather than a course in applied ma- 



HIGH SCHOOL MANUAL 



thematics. It is a difficult matter for many students to un- 
derstand the language of mathematics, even in its simplest 
forms, but all can appreciate and reason about the wonderful 
phenomena usually studied in the subjects of physics. Often 
times the zealous teacher gives a course much too technical, 
forgetting that the mathematical relations involved are 
always carefully studied in college in courses of study need- 
mg such preparation. The high school course is one to de- 
velop the appreciation of phenomena rather than the ability to 
apply the theory in practical problems. 

The expression of physical facts in formulae is, in general, 
not a help to the understanding of the student unless a careful 
study is made of the application of the formulae. In as much 
as the opportunity for such study in the high school course is 
quite limited, it is recommended that the teacher be very care- 
ful in the selection of such formulae and in the assignment of 
problems involving their use. The teacher has an ever pres- 
ent problem in the selection of the work and the accompany- 
ing outlines is prepared to assist in simplifying this problem. 

Minimum Requirements 

1. The course in physics shall consist of at least 216 periods 
of forty minutes (in the clear) each of assigned Avork (i. e., 
six periods per week for 36 weeks.) 

2. The work shall consist of three closely related parts, 
viz., class work, illustrated experiments in the class room, 
and laboratory work. 

3. The class work shall include the study of at least one 
standard text. 

The required units are, foot, inch, centimeter, meter, kilo- 
meter, second, pound (weight), foot-pound, horse-power, 
gram, gram-weight, gram-centimeter, kilogram, caloire, 
ampere, volt, ohm, watt, kilowatt. 

One of the most important features of the text book study 
should be the discussion of practical applications of the vari- 
ous principles studied. The applications in agriculture, in 
manufacture, in commerce, in construction, in engineering, 
and in the various conveniences and necessities of life, should 
be continuously kept in mind. In this connection the teacher 
will find a book entitled "Physics of Agriculture," by F. H. 
King, to be a very helpful work. 

The accompanying partial list of such applications will be 
suggestive and will indicate what is expected : 

Uses of guy wires, influence of weight of draft horses. 

Effect upon hauling of size of wheel, of condition of road, 
of steep grades. 



52 HIGH SCHOOL MANUAL 

Atmospheric pressure and pumping, breathing, milking 
machines and soil breathing. 

Balloon. 

Laundry drier, cream separator, steam engine governor, 
banking of railway curves, centrifuge. 

Capillary action in lampwick, sponge, in the soil, and in 
plants. 

Le^'ers ; whippletree, platform scales, tw^o, three and four- 
horse evener, bones of the body, claw hammer, scissors, crow- 
bar. 

Law of machines, windlass, bicycle, treadmill, use of belt- 
ing, gears, capstan, horse power sweep. 

Recoil of guns. 

Wedge, jack screw, press, bench vise, plow. 

Hydrometer, lactometer. 

Osmose with plant and animal membranes. 

Pneumatic tire. 

Lubrication, ball bearing, "hot box." 

Methods of heating and ventilating buildings. 

Heat of vaporization ; cooling effect of perspiration, of 
sprinkled floors, of evaporating liquids. Ammonia ice plant. 

Use of non-conductors of heat in tea pot handles, pokers, 
flatirons. etc. 

Clothing- — transference of heat. 

Water and air cooling of gas engines, construction of gas 
engine radiators. 

Specific heat, hot water bag, foot warmers. 

Heat of fusion, ice as a refrigerating agent, ice bag, etc. 

Disadvantage of green wood for burning. 

Expansion of rails, fitting of steel wagon tire, regulation of 
clocks and watches for temperature. 

Principles of sound illustrated in cornet, violin, piano, etc. 

Differences of quality in different instruments. 

Megaphone. 

Phonograph. 

Camera, projection lantern, head light, telescope, micro- 
scope. 

Use of prism in lighting stores and basements by window 
and pavement construction, and in field glasses. 

Colors of oil films, mother of pearl, tarnished brass, etc. 

Electromagnet as a clutch, as a lifting device, as used in 
sounders and relays in telephony and telegraphy, and in elec- 
tric bells. 

Illumination of rooms. 



HIGH SCHOOL MANUAL 53 



Electroplating. 

Magneto— in telephony, and in gas engines, high and low 
tension. 

Induction coil, telephony, transformer, gas engines. 
Lightning conductor construction. 
Danger of wire fence to live stock. 

4. At least two periods per week should be devoted to 
laboratory work, and these periods should be consecutive 
Whether or not two periods are necessary for an experiment 
depends upon the amount of written work required in the 
laboratory as well as upon the character of the experiment 
Itself. * 

5. In the laboratory the student shall perform at least 34 
individual experiments and keep a careful notebook record of 
them : 20 of these experiments should be quantitative. The 
notebook will be required by the examiner. 

Each of the 20 should illustrate an important physical 
principle and no two should illustrate the same principle In 
no case should an experiment be selected which occupies more 
than two periods. Emphasis should be laid upon the conclu- 
sions to be derived and the discussion of the im])ortant features 
of the experiment. From 11 to 13 of the experiments should 
be in mechanics, and the remainder should be divided in ap- 
proximately equal numbers among heat, electricity, sound and 
light. The selection of the experiments should be upon the 
most important topics. 
Reference and Supplementary Books: 

Cajorie ; History of Physics. 

Duncan ; New Knowledge. 

King; Physics of Agriculture. 

Lynde ; Physics of the Household. 

Numerous Modern textbooks. 

CHEMISTRY 
One Unit 

The course in general chemistry should extend throughout 
the year. A very satisfactory weekly program consis^ts of 
two forty minute periods for class work, two double periods 
for laboratory work and a third double period (preferably on 
Friday), one period of which may be used for class work or 
both periods for laboratory work according to the condition of 
the work at that time. With this flexible arrangement it is 
easy to keep the class and laboratory work properly correlated 

The work comprises (1) Experiments performed and ex- 
plained by the teacher, (2) Individual laboratory work on the 



54 HI GH SCHOOL MANUAL 

part of the pupil, and (3) Recitations and quizzes covering 
all phases of the experimental work as well as the supplement- 
ary study of text and reference books. 

Naturally the view-point of the teacher will influence his 
selection of the text, and this will determine to a large extent 
the choice of materials and the sequence of study. There are 
several excellent high school texts. Directions for perform- 
ing experiments are found in some of them, but it is more 
satisfactory to use a laboratory manual to guide the student 
in his experiments. 

Neat and accurate records of all experiments should be made 
by the pupil, showing clearly the objects, the methods, the 
results, and above all his own observations, inferences and 
conclusions as to the nature of the phenomena he has pro- 
duced and the meaning of it all. Pupils must not be per- 
mitted to infer that mere note book making is the end and 
aim of scientific study. This they are all too prone to do. On 
the other hand slovenly or careless work either in the per- 
formance of experiments or in recording the results should 
not be tolerated. 

The examiner reserves the right to require that the note 
books be sent to him with the students' examination papers. 

Before beginning the detailed study of chemical prenomena 
it is an excellent practice of many good teachers to indicate to 
the beginner at the outset something of the tremendous im- 
portance of the science in the development of modern civiliza- 
tion, and to impress upon him the fundamental relation of 
chemistry to industry as well as in the affairs of his own daily 
life. He should realize that Physics and Chemistry are ab- 
solutely fundamental to a rational knowledge of such sciences 
as Agriculture, Biology, Physiology, Sanitation, and House- 
hold Economics. 

It is generally agreed that the study should begin with 
familiar forms of matter and familiar phenomena, but care 
must be taken to select phenomena that can be subjected to 
experiment and properly interpreted by the beginner. It is 
therefore necessary that the teacher should carefully consider 
the most natural method of approaching the subject and de- 
termine definitely the fundamentals which are to be the chief 
object of the instruction. It is also important that those who 
prepare examination questions should have clearly in mind 
these same fundamentals in order that the examination may 
fairly test the pupils' real insight and ability to interpret 
chemical phenomena, rather than his ability to memorize a 
wide range of facts from his text. 

The essential considerations in the teaching of chemistry 
are well summed up in the following extract from the report 



HIGH SCHOOL MANUAL 55 

of the committee on chemistry for the Commission on Ac- 
credited Schools and Colleges of the Association of Colleges 
and Secondary Schools of the North Central States. 

"(1) Technique of Experimentation. 

Properties of common apparatus in respect to structure and 
material. 

For example, how to make an apparatus air-tight and why. 

Object of such operations as washing and drying gases, and 
how the object is attained. 

Physical properties which may be used for recognition of 
each substance and for explanation of all observations. 

Judicious use of proportions and materials. 

Influence of conditions (temperature, homogeneous and 
heterogeneous mixture, etc.,) on chemical change. 

(2) Physical Phenomena, their recognition, description and 
physical interpretation. 

(3) The more strictly chemical application of the results. 
For example, inference in regard to the nature of a chemical 

change which must have led to the result observed. 

Making the chemical equation from adequate data. 

The material basis for the above may be found for the most 
part in the employment of a restricted number of elements 
and a few of their compounds. Facts should be simplified 
and systematized by generalization, and generalizations 
("laws") should be illustrated and applied to familiar things. 
The usual theoretical explanations should be given as facts 
accumulate. Laws and theories derive their importance from 
the facts, not visa versa and none should be given unless and 
until the corresponding facts have been encountered in labora- 
tory or class room experiments." 

An equipment for an elementary course in chemistry need 
not be very costly. A list of apparatus and chemicals needed 
and directions and drawings for arranging laboratory tables, 
sinks, water supplies, etc., where water and gas are not avail- 
able, have been prepared by Dean E. J. Babcock, College of 
Mining Engineering of the State University and will be fur- 
nished by him free, on application. 

Chemistry is so fundamental to the industries and activities 
of daily life and is so essential to a proper understanding of 
other sciences that it should be taught in every High School 
and generally elected by the pupils. 

Reference : — 
Duncan ; Chemistry of Commerce. 

Duncan ; Some Chemical Problems of Today. 

Brownlee and Others ; Chemistry of Common things. 



56 HI GH SCHOOL MANUAL 

Dodd ; Chemistry of the Household. 
Wiley; Foods and their Adulteration. 
Venable; A Short History of Chemistry. 
Kahlenberg and Hart ; Chemistry and its Relation to Daily 
Life. 

Many Modern Textbooks. 
United States Bulletins. 

BOTANY AND ZOOLOGY 

A knowledge of botany and zoology forms in part a proper 
basis for the study of agriculture, domestic science, human 
physiology, and physical education. Botany and zoology, 
therefore, should receive attention from all pupils in high 
school. 

The outlines given below merely hint at what is to be 
done ; any good textbook will suggest many necessary details. 

These are courses in which there should be laboratory and 
field work. The examiner, therefore, will require notebooks, 
as evidence of laboratory work. The chief features of an 
acceptable science laboratory notebook are: (1) drawings 
and notes made from actual field and laboratory work, — it is 
practically useless to make copies of the texts and other books. 
(2) numerous, large, accurate, well executed and properly 
labeled drawings ; (3) brief, well arranged, descriptive and 
explanatory notes ; (4) a list of all laboratory exercises and 
field trips, — see page 16. 

The time required for each of the four courses, — botany I 
and n and zoology I and H, — is three recitation periods and 
two double periods or the equivalent for laboratory and field 
work per week for eighteen or nineteen weeks. 

EQUIPMENT SUITABLE FOR THE BOTANY AND 
ZOOLOGY LABORATORY 

1. Tables at which pupils may sit and look into their micro- 
scopes and on which they may place their drawing paper. 
They should not be over about 29 inches high and while 
"kitchen" tables will do, they would better be about 4 ft. by 5 
ft. or 5^ ft. These should be in a well lighted room. 

2. In general there should be one compound microscope for 
every group of two pupils and a dissecting microscope for 
each pupil in the class. A school that will usually have a 
class of six should have three compound and six dissecting 
microscopes. Three compound microscopes in a small school 
should be sufficient. Some such instrument as the following 
are recommended : Bausch and Lomb compound microscope. 



HIGH SCHOOL MANUAL 57 



catalog number BH2. objectives 2-Z and 1-6, eyepiece VA 
inch, double circular microscope at about $30.50 to %?>2> 00 The 
Barnes dissectmg microscope Bausch and Lomb's Catalog 
number 1 1., 1 mch double lens, at about $2.50 to $2.75. 

There should be dissecting needles. (These can be made by 
settmg the eye of a common sewing needle into a soft pine 
stick about the .size of a pencil) ; glass slips (slides) ; cover 
glasses; pipettes or droppers: a section razor (a common 
Sharp,— but not too thin,— razor is satisfactory) ; dissecting 
knives; wide mouthed two-oz. or four-oz. bottles with stop- 
pers; evaporating di.shes of glass; gla.ss jars; one or two bell 
jars: denatured alcohol or formaldehyde: reagents for test- 
ing for starch, etc ; notebook paper, sharp hard pencils, pen 
and ink, and pair of small forceps. There should be apparatus 
for germination of seeds. 

3. If the school is not equipped for Chemistry, there should 
be .such chemicals and equipment as are necessary to make 
tests tor the purpose of defining oxygen, hydrogen, nitrogen, 
carbon dioxide, sulphur, phosphorus, etc. 

4. Plant material should be collected during the summer 
and preserved in 50 per cent, to 60 per cent, alcohol or dilute 
formaldehyde. Some material may be had from the Univer- 
sity, from the Agricultural College or from the Woods Holl 
Laboratory, Woods Hool. Mass.. Mucor. saprolegnia and 
bacteria must be grown in the laboratory. Lilac-mildew and 
wheat rust and the smuts can be collected, as can horsetail 
and many others, if taken in season. Living material should 
be used whenever possible. 

To be sure to have something at hand to work with it would 
be well to purchase 2-oz. bottles of fruiting Spin.gyra. Nostoc 
Vaucheria. Fucus. Callithamnion. Riccia. Marchantia, Mosses! 
^rothalha of Ferns, the sporophyte of Equisetum. Selaginella 
Male and Female cones of white pine at the time of pollinaticni' 
cones one year old, cones two years old (dry) 

In like manner material should be had for zoology —living 
If possible: but some will necessarily be in a preserved .state 
and there should be a variety of such, so that the work may 
not be stopped when the living material can not be had. Liv- 
ing amoebae can be had by express, or mail, and much other 
tresh material may be had in that way. 

There should be a few prepared slides (not manv) : One on 
^^1^""%^^° °^ ^^^ ^^"'' fertilization in White pine.' embryo in 
White Pine, embryo-sac in the Lily or Iris and embryo in 
same One of the cross-section of a leaf. Other material 
should probably be prepared in laboratory. 

These will make a good beginning, but other things will 
probably be found to be needed. 



58 HIGH SCHOOL MANUAL 

Reference and Supplementary Books : 

Chapman; Bird Life. 

Conn ; Bacteria, Yeasts and Molds. 

Davenport ; Domesticated Animals and Plants. 

Davenport ; Principles of Breeding. 

Bailey ; Plant Breeding. 

Weed ; Farm Friends and Farm Foes. 

Snyder ; The Chemistry of Plant and Animal Life. 

Dodye ; Nature Study and Life. 

DeCandolle; Origin of Cultivated Plants. 

Ganong; The Teaching Botanist. 

Pinchot ; A Primer of Forestry. 

Hopkins ; Soil Fertility and Permanent Agriculture. 

Prudden ; The Story of Bacteria. 

Clodd ; A Primer of Evolution. 

Clodd ; The Story of Primitive Man. 

Lucas ; Animals of the Past. 

Many Modern Textbooks. 

United States Bulletins. 

BOTANY I 
One-half Unit 

If this course precedes Zoology I, the elementary study of 
oxygen, nitrogen, etc., should take place here. See Zoology L 

L Introductory: — (a) Universality of plants in regions at 
all favorable to their growth, (b) Relative members of pros- 
perous plants in deserts and extremely cold regions, (c) 
Plants upon trees and rocks and in caves, (d) Dependency of 
man upon plants, — 1, for food; 2, Food for domestic animals; 
3, Clothing; 4, shelter; 5, medicine; 6, paper; 7, fuel; 8, cover- 
ing of the earth, (e) Plants not primarily to serve man, — 
timber, fruit, etc., first for their own uses, (f) Plants must 
work to live, "(g) Plants must have materials and structure 
with which to work. 

II. General Structure and Physiology of Plants: — (a) The 
cell, — cytoplasm, nucleus, plasmic membrane, sap cavity, wall, 
(b) Role of water in the plant, — osmose, path of transfer, 
transpiration, turgitity. (c) Photosynthesis, — function of 
chlorophyll, carbon dioxide, evolution of oxygen, (d) Re- 
spiration, — necessity of oxygen in growth, evolution of carbon 
dioxode. (e) Digestion, — digestion of starch with diastase 
and its role in the translocation of foods, (f) Irritability, (g) 
Growth, or assimilation. 

Laboratory : Living material must be used for the study 
of this section, (a) The cell, — root hairs, hairs from the base 
of the leaf of "Wandering Jew," zygnema, spirogyra, (for 



HIGH SCHOOL MANUAL 59 

protoplasm) saprolegnia (water mold), epidermis and sections 
of leaves, (b) Osmose, — spiragyra, mucor, slices of beet or 
carrot, root hairs, longitudinal sections and cross sections of 
roots and stems (boxelder and corn), (c) Photosynthesis, — 
zygnema, spiragyra, sections of leaves, (d) Respiration, — 
Germinating seeds, (e) Digestion, — germinating seeds, (f) 
Irritability, — seedlings, (g) Notebook required, — see pages 16 
and 56. 

III. General Structure and work of higher plants: — (a) 
Roots, — structure, growth, kinds, uses, (b) Stems, — structure, 
growth, kinds, uses, (c) Leaves, — structure, arrangement, 
kinds, forms, uses, (d) Buds, — structure, kinds, arrangement, 
(e) Branches, (f) Flowers, — definition, parts use. (g) Polle- 
nation. (h) Brief treatment of fertilization, (i) Seeds and 
their distribution, (j) Seedlings, (k) Conditions of germina- 
tion. 

Laboratory: — (a and b) Study of tissues of the stems of 
Box Elder and corn. Determine in general the difference be- 
tween a stem and a root — externally and internally, (c) Ad- 
ditional study of structure of leaves, (d) Structure of buds, 
(e) Structure of typical flower, (f) Study pollen grain, (h) 
Germination of seeds. 

IV. Ecology : — (a) Relation of plants to each other, (b) 
Relation of plants to water, soil, heat, light, wind, — plant 
societies. 

V. Some relation of plants to commerce and industry : (a) 
Forrests ; L, Construction material ; 2., Fuel ; 3., Tree planting ; 
4., Forests and climate; 5.. Forests provent erosion; (b) Plant 
breeding, — L, variation; 2., selection, wheat, corn, potatoes, 
etc. (c) Formation and preservation of soils, (d) Weeds. 

BOTANY II 
One-half Unit 

I. The Great Divisions of Plants : — Some of the problems 
of this section are nutrition, reproduction, alternation of 
generations, theory of organic development, general principles 
of classification and economic value of plants. Distinguish 
between a spore and a seed. 

(a) Algae, — 1, Blue-green. (1) Nostoc. (2) Oscillacia. 2. 
Green Algae, (1) Spiragyra. (2) Zygnema, (3) Vaucheria. 3. 
Brown Algae. (1) Fucus. 4. Red Algae, (1) Callithamnion. 

(b) Fungi. — 1, Algae-fungi. (1) mucor, (2) saprolegnia. 2. 
Sac-fungi, (1) Lilac mildew.— microsphaera. 3. Aecidium- 
Fungi, (1) Wheat Rust. 4. Bacidium-Fungi, (1) Mushrooms, 
(2) Smuts. 5. Bacteria, (1) Forms, size and structure, mo- 
bility, reproduction, nutrition, relation to decay, relation to 
agriculture and gardening and other industries. 



60 HIGH SCHOOL MANUAL 

(c) Bryophytes, — L Riccia, 2. Marchantia, 3, Mosses. 

(d) Pteridophytes, — 1. Ferns, 2, Equisetium, 3. Selaginella. 

(e) Angiosperms, — I. Lily, 2, Leading families. 

The laboratory work of this section is the structure, repro- 
duction, and, in general, the life history of a typical plant of 
each subdivision. 

n. Plant tissues: A detailed study of structure and func- 
tions of root, shoot, and leaf of angiosperms. 

Laboratory : Longitudinal-sections and cross-sections of 
roots, stems and leaves. 

in. Angiosperms continued : Seeds, — germination. Re- 
vievsr physiology of young plant. Forms of stems and leaves. 
Flov^ers. Legumes as nitrogen gatherers. 

Laboratory: — (a) Tests for starch. all)umen. irritability, 
etc. (b) Nodules on roots of clover or alfalfa. 

I\^ Reproduction in lower plants and animals and in high- 
er plants. 1, Spores, 2, Seeds. 3, "Struggle for existence." 
Inherited characters. 

V. 1, Plant culture, (a) Spraying, (b) Disinfection, (e) 
Seed treatment, (d) Grafting. 2. Relation of plants to animals, 
(a) Food, (b) Diseases of animals caused by plants. 3. Value 
of plants to man. 4. Conservation of Forests. 

Laboratory : — Exercise in grafting. 

VI. Bacteria, yeasts, molds, rusts, smuts: — 1. General 
notion of bacteria, (a) Those helpful to man. — especially 
nitrogen gatherers, (b) Those harmful to man, — especially 
those causing disease, as typhoid and yellow fever and tuber- 
culosis. 2. Yeasts. (a) Structure and reproduction, (b) 
Their function in useful industries. 3. Bread and fruit molds. 
— saprolegnia. 

ZOOLOGY I 
One-half Unit 

I. Very elementary study of oxygen, nitrogen, carbon, 
carbon dioxode, phosphorus, sodium, sulphur. Give these 
sufficient attention to secure reasonably clear notions of the 
substances. 

Laboratory : Use any good manual of chemistry and such 
chemicals and apparatus as are necessary for testing these 
substances. Une notebooks, — see pages 16 and 56. 

II. The lowest animals: — 1. Amoeba or paramoecium, (a) 
Habitat, (b) Structure, (c) Food and methods of securing 
it. (d) Digestion and assimilatiiui. (e) Reproduction, (f) 
Diseases caused by protozoans. 



HIGH SCHOOL MANUAL 61 



Laboratory: Select a suitable manual. Use compound 
microscopes. If specimens of the amoeba cannot be found in 
the vicmity, they may be had by mail or express. Paramoecia 
are found m one of the stages of an efifusian of hay. Use note- 
books. 

III. The hydra, or other very simple metazoan: For its 
simple structure and simple life processes.— development of 
organs and division of labor— a simple form of sexual repro- 
duction. 

Laboratory: Use manual, dissecting and compound micro- 
scopes, and notebooks. If specimens cannot be found in vicin- 
ity, they may be had by mail or express. However, if the 
laboratory work in this section is found to be too difficut, it 
may be omitted. 

IV. Worms: 1. Earthworm; (a) Habits, (b) General 
structure, (c) Food, digestion, and assimilation, (d) Repro- 
duction, (e) Value to man. 2. Other worms, especially those 
causing disease. 

Laboratory: Do completely the work outlined in some good 
manual. Use dissecting pans, scissors, and lens, etc., and 
notebooks. 

Note: Care should be taken to teach throughout this course 
that animals arc entitled to fair and kind treatment. Induce 
the pupils to read Black Beauty and another similar work. 

\\ Insects: 1. The Grasshopper, (a) An injurious insect, 
(b) Other Orthoptera. 2. May-flies and dragon-flies. (a) 
Metamorphosis of dragon-flies. 3. Bugs, (a) Water-bugs, 
(b) Cicadas, (c) Aphids,— means of destroying them, (d) 
Scale insects. 4. Beetles. 5. Butterflies and moths,— meta- 
morphosis of Sphinx-moth. 6. Flies,— carrier of typhoid fever 
germs. 7. Bees, — economic value. 

Laboratory: Study of structure, physiology, reproduction 
and life history of the grasshopper or locust as type of insects. 
Field work. 

VI. Amphibians: 1. Study the frog as an introduction to 
vertebrates and to man as an animal. 2. The toad. 3. The 
salamander. 

Laboratory: Do completely the work outlined in a good 
manual. Make drawings and notes. This work should in- 
clude habitat, locomotion ; skin, muscular system, nervous sys- 
tem, digestive system, circulatory system, skeleton, reproduc- 
tion and metamorphosis. 

VII. Read in class or out of class at least one good text- 
book of Zoology. In this reading cover the whole subject of 
Zoology for the purpose of getting a general view. Do some 



62 HIGH SCHOOL MANUAL 

field work in connection, (no Laboratory work) and make 
reports in notebooks. 

Read supplementary books on protozoans, hydra, worms, 
insects and amphibians. 

VIII. General classification of animals, including sub- 
classes of mammals, with examples of each class and sub-class. 
Valuable breeds for the farm. 

ZOOLOGY II 
One-half Unit 

I. A Sponge: One or two days should be devoted to 
sponges. Behavior, habits and environment. Structure. Econ- 
omic interests. 

II. Sea-Urchin or Starfish: Two or three days should be 
spent on one of these, — the one of which specimens can more 
easil}^ be secured. Habits ; structure. 

III. Crayfish or Lobster: Habits, Environment. Structure. 
Physiological processes. Man's economic interests. 

Laboratory: ...Dissection pans and instruments. Dissecting 
microscopes. U«e a good laboratory manual, and notebooks. 
If living specimens cannot be found in the vicinity, they may 
be had by express or parcel post. Preserved specimens should 
be among the laboratory supplies ready for use at any time. 

IV. Molluscs:.-. Clam or some other mollusc used as type 
Locomotion Feeding. Structure. Production of calcarious 
shell. Physiology. Reproduction. Habitat. Economic in- 
terests in some of the branch. Fossils of molluscs. 

Laboratory: Use manual and work out the points men- 
tioned above. Living specimens may be had by express, if 
they are not in the vicinity. 

V. Fishes: The perch or some other used as a type form. 
Habitat. Locomotion. Food. Structure. Respiration. Re- 
production. Divisions of the branch. Economic interests. 

Laboratory: Use manual. Fresh specimens should be had. 
Secure by parcel post or express, if they are not to be found 
in the vicinity. 

VI. Reptiles: Pupils should be taught that animals are 
entitled to fair and kind treatment. They should be taught 
to protect toads and most snakes, as they are of economic 
value as well as entitled to fair treatment. 

If laboratory work is found to be difBcult, it may be omitted. 
Field work can be done. 

General study of reptiles. — classes harmful reptiles, fossil 
reptiles. 



HIGH SCHOOL MANUAL 63 

VII. Birds: 1, Field work, — habitat, flight, food, socia- 
bility, nesting, migration, songs, care of feathers, molting, 
senses, color. Recognition of common birds at sight or on 
hearing their notes. 

Study of classes of birds, and of aesthetic and economic in- 
terests of man in birds. Names of valuable domesticated 
breeds of birds. 

Laboratory: External and internal structure of the pigeon, 
using a good manual as a guide. 

VIII. Mammals: General characters. Detailed study of 
a typical mammal,— the rabbit, — in field, laboratory and reci- 
tation room. External and internal structure. Characters of 
classes of mammals. Value to man. Most valuable domesti- 
cated breeds. What should be the character of man's treat- 
ment of same. 

IX. Geological history of animals. Evolution of animals. 
The general principles of heredity. 

X. Parasites and diseases caused by same. 

PHYSIOLOGY 
One-half Unit 

A syllabus on this subject has been compiled by a special 
committee, a limited number of copies have been made, and 
one or more may be had by addressing the State High School 
Examiner, whose address is University, N. D. 

A laboratory notebook will be required by the examiner. 

Reference and Supplementary Books : 

Conn ; Yeasts and Molds in the Home. 

Bigelow ; Introduction to Biology. 

Hoag ; Health Studies. 

Hough and Sedgwick ; Human Mechanism. 

Doane; Insects and Disease. 

Gulick ; The Efficient Life. 

Dempster : Pathfinders of Physiology. 

Sedgwick ; Principles of Sanitary Science and Public 
Hygiene. 

Many modern textbooks. 

United States Bulletins. 

GENERAL SCIENCE 

A syllabus for work in this subject in the seventh or eighth 
grades has been compiled by a special committee. A limited 
number of copies may be had by addressing the State High 
School Examiner, whose post office is University, N. Dak 
Laboratory notebook required. 



64 HI GH SCHOOL MANUAL 

PHYSIOGRAPHY 

One or One-half Unit 

The aim in physiography is to give training in scientific 
thinking and a knowledge of the relation and importance of 
the chief factor- of the physical environment to man. 

The outline includes only those facts and principles of 
phvsiography most essential for a high school course. Each 
topic should be so developed as to show the causes of the 
physiographic facts and their consequence in relation to life. 
The life effects should be brought in in each topic as treated 
so that the pupils may see each in its practical significance. 
Laboratory work should accompany and illustrate the study of 
the text and the recitation. Some field work should replace 
laboratory study in each autumn and spring. The student 
should be taught to apply, both in the laboratory and out-of- 
doors, the principles developed in the text and class-room. 
Notebooks containing a carefully written record of all labora- 
tory work and reports of all field trips are a part of the re- 
quired work of the course. Conference time for the discussion 
of these records and reports is advised. Ample equipment is 
essential. This should be as carefully selected for the special 
needs of the course as that of any other science. 

Of the sub-topics presented, especial emphasis should be 
placed on the lands, less emphasis on the atmosphere, and the 
ocean should be treated briefly and from the standpoint of its 
relation to the land. The physiography of North Dakota is a 
brief type study of the state as a region to which the general 
principles of physiography are applied. The natural features 
are studied in regard to structure, origin, development, and 
their influence on the history and economic interests of the 
people. 

The course in physiography should extend through the 
year, five days a week ; about two-fifths of the time being 
devoted to individual laboratory work. When but one semester 
can be devoted to the subject, those topics with headings 
starred in the outline must be omitted and the remaining treat- 
ed more briefly than in a full course. This short course, how- 
ever, is not recommended. 

Outline 

*Introduction : The science of geography, physiography, 
importance of human geography, relation to other sciences 
and to history. 



All subjects thus marked are a part of the second half unit. 



HIGH SCHOOL MANUAL 65 



The Earth 

*The earth in space: The Solar System, the planets. 

Form: Proofs, probable cause, consequences. 

Size: Measurements, consequences. 

Rotation. Evidences, day and night, direction, longtitude 
and time, latitude, navigation and surveying, effects on life. 

Revolution : Evidence, rate, path, direction, effects. 

Inclination of Axis : Change of season, length of day and 
night, apparent motion of sun. influence in life of man. 

♦Magnetism: Compass, magnetic poles, declination. 

Maps: Projections, representation of relief, scales. 

*Globes and Models.. 

The Atmosphere 

Composition : Constituents and impurities and their rela- 
tion to life. 

*Height of the atmosphere. 

Temperature : Source of heat ; thermometers and their use ; 
variation and their causes ; isothermal charts of world ; temp- 
erature distribution and range. 

Pressure: Measurement by barometers; determination of 
altitude ; relation to temperature ; isobaric charts ; distribution 
of pressure. 

Circulation: Winds and their cause; instruments and me- 
thodsof observation; classification of winds, their effects. 

Moisture : Sources ; Evaporation ; measurement of humidity ; 
fog and clouds and their causes; conditions and forms of 
precipitation; rain and snow; dew and frost; hail and sleet; 
measurement of rainfall ; rainfall charts ; distribution of rain- 
fall : relation to wind systems ; relation of moisture and rain- 
fall to life. 

Storms: Hurricanes and cyclones; characters; paths and 
rate ; of North American storms ; relation to general weather 
conditions; seasonal weather; local storms; protection from 
storms; weather maps and fore-casting; work of the U. S. 
Weather Bureau. 

♦Climate: Relation of weather to climate; factors of cli- 
mate; climate elements and controls; characteristic climate of 
the zones ; continental and oceanic climate ; desert and moun- 
tain clim.ate ; changes of climate ; relation of climate to life and 
to human industry. 

The Ocean 

General Characteristics : Divisions ; form and depth of the 
ocean basins; composition, density and temperature of the 
ocean waters; topography and sediments of the ocean floor; 
effects on climate. 



66 HIGH SCHOOL MANUAL 

Movements of ocean waters: Waves, their causes and ef- 
fects; currents; courses and rates of movement; causes and 
their proofs; influence of currents on climate and life; tides 
their nature and causes, variation and their causes, effect on 
navigation and harbors. 

Life relations : A barrier and a highvv^ay ; trade routes ; the 
life of the sea; coral reefs; economic products. 

The Land 

*The Mantle Rock: Origin and importance; weathering; 
effects of heat and cold ; frost action ; wind work ; the work of 
plants and animals; chemical changes. 

*Soils: Relation to sub-soils and bed rock; fertility; kinds 
of soils and their origin; formation and removal of soil; soil 
erosion and its prevention; plant foods and fertilizers; soil 
water and temperature ; conservation of the soil. 

♦The bed rock: Minerals and rocks; kinds of rocks and 
their origin; composition and structure of the rocks; altera- 
tion of the rocks ; mineral products and their uses. 

*The ground water: Occurrence and origin; the water 
table ; movements of ground water ; the work of ground water ; 
caverns and cave life; springs and wells; artesian wells; 
ground water and health ; dry farming. 

Land forms: The interpretation and use of topographic 
maps; elevation and depression; the physiographic cycle; 
classification according to origin and topography; relation of 
the primary land forms, plains, plateaus, and mountains; 
secondary land forms. 

Plains: Kinds of plains; Coastal plains— the Atlantic and 
Gulf plains, old coastal plains of the eastern interior; glacial 
plains, the prairies of the Middle West ; Lake plains — the Red 
River Valley; alluvial plains — their formation and import- 
ance in history, the Mississippi plain ; old plains of erosion — 
peneplains of New England and Piedmont; effects of climate 
and rock structure on the topography of plains ; relation of 
life to different forms and climates of plains. 

Plateaus: Stages in the life history of a plateau; young 
plateaus ; dissected plateaus ; old plateaus ; broken plateaus ; 
effect of climate and rock structure on topography of plateaus ; 
canyons, mesas and buttes ; life condition on plateaus. 

Mountains : Classes of mountains ; block mountains ; folded 
mountains : domed mountains ; complex mountains ; life his- 
tory of mountains ; effects of climate and rock structures on 
mcamtain topography ; mountain barriers and passes ; forest 
reserves ; life conditions in mountains. 



HIGH SCHOOL MANUAL 67 

*\^ilcanoes: Distribution; types of volcanoes; phenomena 
of eruptions ; causes of vulcanism ; history of volcanic cones ; 
influence of volcanoes on topography and life. 

♦Movement of the Earth Crust : Changes of level, — along 
the coasts, in the interior; earthquakes, frequency and di- 
stribution, causes, destruction of life and property. 

Rivers and Valleys : River systems and their water supply ; 
life history of rivers ; the work of rain and running water ; 
valley development and surface topography ; water falls and 
rapids ; terraces, flood plains and deltas ; revived rivers ; dis- 
membered rivers and drowned valleys ; importance of rivers 
and valleys to man — navigation, power, irrigation and drain- 
age. 

*Lakes : Origin of lake basins and distribution of lakes : 
life history of lakes ; relation to rivers ; salt lakes ; swamps ; 
effects on climate and relation to life. 

Glaciers : Nature of glacial ice ; conditions necessary for 
glaciers ; types of glaciers ; the work of glaciers ; ancient gla- 
ciers and ice sheets ; contrast of glaciated and non-glaciated 
regions of North America ; economic importance of glaciation 
in the United States. 

Shore lines : Shores of oceans and lakes ; types of shore 
lines ; forms of elevation and depression ; modification by 
waves, currents, tides, and rivers ; harbors and their location ; 
influence of harbors and coast lines. 

*THE PHYSIOGRAPHY OF NORTH DAKOTA 
A type study in regional geography 

♦Location: Boundaries and general relations. 

♦Weather and climate. 

♦Geological structure and its history. 

♦Topographic features : The three plains and their dividing 
escarpments ; the glaciated and non-glaciated portions. 

♦The Red Rived Valley: Glacial Lake Agassiz ; the Red 
River of the North ; beach lines and deltas. 

♦The Drift Prairie : Glacial features ; the Coteau des Prai- 
ries including Pembina "mountains ;" Turtle "mountains ;" 
and other residuals ; the Mouse River Valley ; Devils-Stump 
Lake basin ; the Sheyenne, James and Pembina Valleys. 

♦The Great Plains : The Coteau du Missouri ; the Alta- 
mont moraine and other glacial features ; the "Bad Lands" of 
the Little Missouri ; the Kildeer "mountains" and other buttes 
and mesas; the Missouri River and its valley. 

♦Economic physiography : Soils ; lignites ; clays ; building 
materials ; ground waters ; streams and lakes. 

♦Life relations : Vegetation, animal life ; native peoples. 



68 HIGH SCHOOL MANUAL 

Geographic influence in settlement and development : Ex- 
ploration and settlement ; the fur trade ; farming and ranching ; 
roads and railroads ; location of cities and towns ; manufactur- 
ing and mining; urban and rural relations; the relation of 
conservation to development. 

REFERENCE AND SUPPLEMENTARY BOOKS 

Todd : New Astronomy. 

Russell : Rivers of North America. 

Willard : The Story of the Prairies. 

Wright : The Ice Age in North America. 

Crosby: Common Minerals and Rocks. 

Brigham : Geographic Inflluences in American History. 

Davis: Elementary Meteorology. 

Greely : American Weather. 

Powell : Physiographic Regions of the United States. 

Sutherland: The teaching of Geography. 

Many modern textbooks 

United States Bulletins. 

ELEMENTARY GEOLOGY 
One-half Unit 

This outline includes the larger topics which should be 
presented in a half year's course in Geology, with five recita- 
tions a week. Eield work should be given in place of several 
of these recitations in early autumn or late spring. 

It is advised that this subject be not given except in high 
schools where the teacher is unusually well prepared in the 
subject and the locality ofifers special advantages or a suitable 
museum is provided. Under ordinary conditions the expan- 
sion of physical geography to a full year's work is preferred. 

A laboratory notebook is required. 

Outline 

Introduction: Meaning and scope of geology and relation 
to other sciences, the geologic processes and agents. 

I. Physical Geology 

Composition of Earth : The atmosphere, the hydrosphere, 
the lithosphere. 

Materials of the earth's crust: Minerals; rocks; igneous 
sedimentary, and metamorphic, mantle rock. 

Original Structure of the Rocks : Igneous, sedimentary. 

Structure Due to Movements: Warping, folding, jointing, 
cleavage, unconformity. 



HIGH SCHOOL MANUAL 69 



Alternation of the Rocks: Weathering, cementation, me- 
tamorphism. 

The Works of the Atmosphere: Weathering, effects of 
heat and cold, frost action, work of plants and animals; me- 
chanical work; transportation, deposition; chemical work, 
oxidation, hydration, carbonation. 

The Work of the Ground Waters: The ground waters, 
movements of ground waters, springs and wells, mechanical' 
work, chemical work. 

The Work of Streams: Erosion, weathering, transporta- 
tion, corrosion, deposition; valleys; the cycle of erosion, 
stream deposits. 

The Work of Glaciers: Characteristics of glaciers, snow 
fields and ice fields, valley glaciers. Piedmont glaciers, ice 
sheets, ancient glaciers ; the work of glacial ice, erosion, trans- 
portation deposition: the work of glacial waters; glacial de- 
posits. 

Land Forms : Plains, plateaus, mountains. 

II. Historical Geology 

The History of the Earth: Geologic and human history; 
fossils and their uses, divisions of geological time. 

The Origin and Development of the Earth: The solar 
system; theories or origin, the nebular theory, the planetes- 
imal theory. 

A survey of historical geology. 
Archean Era. 
Algonkian Era. 
Paleozoic Era. 

Cambrian Period. 

Ordovician Period. 

Selurian Period. 

Devonian Period. 

Carboniferous Period. 
Mesozoic Era. 

Triassic Period. 

Jurassic Period. 

Cretoceous Period. 
Cenozoic Era. 

Tertiary Period. 

Quaternary Epoch. 
Glacial Epoch. 
Recent Epoch. 



70 



HIGH SCHOOL MANUAL 



BACTERIA, YEASTS AND MOLDS 
One-half Unit 

This study is introduced into the agricultural and domestic 
science courses because of its close affiliation with the basic 
ideas of these subjects. The study of sanitation, prevention 
of disease, theories of the origin of disease, etc., is of funda- 
mental importance to all classes of students. 

For the student of domestic economy, the course should 
include more particularly : 

(1) Microorganism as a whole, their uses as well as their 
dangers. 

(2) a Molds; common types occurring in the household 
such as Pencillium, Aspergillus, Mucor, Cepalothecium_ 
Simple form and structure (morphology and histology) of 
these forms. 

b. Occurrence of such molds in the home on such foods as 
bread, cheese, fruits, etc. Changes, both chemical and physi- 
cal produced by such molds. 

c. Preservation of such foods from moulding, by canning, 
cold storage, sulphuring, etc., with examples. 

d. Factors favoring mold growth with practical examples 
of economic importance (light, heat, moisture, etc.) 

(3) a. Bacteria, form, size, method of motion, growth 
Physical and chemical factors favoring bacterial growth. 

b. Saprophytic bacteria, disintegration, products of fer- 
mentation, decompostion, ptomaine formation, vinegar manu- 
facture, cheese and butter "tastes," necessity for garbage dis- 
posal preservation of foods from bacterial action with dis- 
tinctions from (2c). Preservations, hamless and poisonous, 
with examples. 

c. Clean milk. Structural reasons for its early decompo- 
sition by bacteria. Precautions necessary to be observed for 
the production of a clean product. Pasteurization, its favor- 
able and unfavorable points. 

d. Parasites, toxin formation, virulence and attenuation. 
Methods of exit from patient, of transportation from host to 
host. Methods of channels of infection with examples. Spe- 
cific carriers of disease, water, milk, insects, air and dust. 



earners. 



e. Water supplies : Farm springs and wells. Precautions 
of construction of a well, such as casing, curbing, cover, 
drainage, etc. City and town water supplies, artesian wells, 
impounding reservoirs, filters and bacteriological precautions 
to be observed in each. 



HIGH SCHOOL MANUAL 71 

f. Immunity, antitoxin formation, opsonins, vaccines with 
explanations in simplified language. 

g. Fumigation and use of antiseptics and germicides. 
Efficient methods of use of the various agents is to be em- 
phasized. 

(4) a. Yeasts, morphology and structure growth. 

b. Uses, fermenting agent for alcohol production and 
raising of bread. Action of yeast anzymes on carbohydrates, 
diastatic, inverting and zymatic. 

c. Unfavorable action of yeasts on sugar solutions such as 
jellies. 

d. Method of testing yeast activity and use of pure 
cultures. 

For agricultural students the course should be supple- 
mented or altered to fit the class. Almost all of the above 
outline will be useful. The following, however, should be 
added or substituted in its proper place : 

1) Batcriology of soil. The nitrogen cycle with its various 
activities such as demtrification, humus formation, ammonia 
formation, nitrification, etc. Legume nodules, soil inocula- 
tion, its benefits and reasons for failure to act in special types 
of soil. Zones of depth as regards bacterial growth in soil. 
Numbers of bacteria in soil. 

The sulphur and carbon activities of soil forms. 

(2) Mycology of higher plants and soil. Meaning of plant 
pathology and soil "sickness." Instance of plant diseases 
such as scab of potatoes, wilt of flax, smuts of wheat. How 
they tend to increase in the soil thru means of the rubbish of 
the preceding crops, and thus bring about infection of the 
growing crop thru the waste materials of the previous crop. 

(3.) Pure cultures and methods of making and using them. 
Some training should be given to the students in the proper 
preparation of simple culture media, test tube purification, 
petri dish purification and sterlization of the media. Exer- 
cises in this work will teach the pupil how difficult it is to 
keep ordinary household utensils and other supplies free 
from growths of microrganisms. 

It should be especially emphasized also that technical terms 
are in so far as is practicable, to be substituted by simpler 
forms of wording for this course. This subject can be made 
either very dull to this class of pupils by use of strictly tech- 
nical phrases, or extremely live and interesting by popular 
language. 

Laboratory notebooks required. 

Reference, — 

Conn, Agricultural Bacteriology. P. Blakiston & Co. 



72 HIGH SCHOOL MANUAL 

Conn, Practical Dairy Bacteriology. Orange, Judd & Co. 

Jordan, Manual of Bacteriology. Saunders & Co. 

Lipman, Bacteria in Relation to Country Life. Macmillan 
Co. 

Prudden, Dust and Its Dangers. Geo. Putnam's Sons. 

Prudden, Story of the Bacteria. Geo. Putnam's Sons. 

Prudden, Drinking Water and Ice Supply; Their Relation 
to Health and Diseases. Geo. Putnam's Sons. 

Marshall et al.. Microbiology. P. Blakiston Son & Co. 

Conn, Bacteria. Yeasts and Molds in the Home. Ginn & Co. 

AGRICULTURE 
One Unit 

The unit course in agriculture has been completely outlined 
in a syllabus compiled by a special committee. Besides the 
outline there are a student's laboratory manual, a list of suit- 
ble equipment, a list of usable text books, and a list of ref- 
erence and supplementary books and pamphlets. The outline 
makes special reference to these books and pamphlets. 

The syllabus has been printed and well bound, and may be 
had by addressing the Examiner, University, N. D., and en- 
closing 15 cents per copy. 

Laboratory notebooks required, — see page 16. 

HORTICULTURE 
One-half Unit 

Horticulture is related to both botany and agriculture, but 
in both science and practice it differs from each. 

As a science, horticulture deals particularly with plants as 
related to heat, light, moisture and plant food and also with 
plant improvement through crossing and selection. 

As an art, horticulture deals with the many kinds of plant 
manipulation, such as, transplanting, pruing and propagating 
in its many forms. 

The agriculturist treats his plants as a crop or en masse. 

In horticulture practice, the individual plant generally re- 
ceives consideration. 

The horticulturist aims to exercise a more perfect control 
over his plants than is possible in most lines of agriculture. 

Among the things he seeks to attain, are: Size, earliness, 
fruitfulness, quality and ornamental effect. The methods by 
which these objects are attained should constitute a large part 
of the instruction in horticulture. 



HIGH SCHOOL MANUAL 73 

The work may be done through the means of lectures and 
text books with a sufificient amount of observation to fix the 
points well in mind. 

Notebooks required, — see page 1'). 

The following general topics will receive attention: 

The order in which they should be taken up will depend 
upon the time of year in which the topic is studied. 

First: Germination. The conditions necessary for germina- 
tion and the means of obtaining such conditions in garden 
practice should be illustrated by concrete examples. Note 
the development of the plantlet as influenced by the amount 
of heat, light and moisture. 

Second : Roots. Determine by experiment what conditions 
favor the growth of the roots of plants ; study the different 
types of roots with reference to needs of the plants, and to the 
processes of transplanting. 

Third : Leaves. Determine the relation between leaf de- 
velopment and fruitfulness what factors control leaf develop- 
ment? 

Fourth : Buds. Note the difference between leaf buds and 
fruit buds. Note at what season of the year the fruit buds 
are formed and what treatment of the plant favors their de- 
velopment. 

Fifth. Plant Reproduction. Note the different methods by 
which plants reproduce themselves and the advantages of 
each. Study all the different processes of artificial plant pro- 
pagation. Practice grafting, budding, layering, etc. 

Sixth: Plant Improvement. (1) Study the processes of 
crossing and selecting and their effects, fruitfulness, quality 
and ornamental effect. 

Seventh : The Work of Plants. Study the relation of 
plants to heat, light, moisture and plant food. 

Eighth : Plant Culture. Learn what fruit and vegetable 
crops can be grown in your locality and the necessary con- 
ditions for success. 

Reference, — 

Bailey, Manual of Gardening. 
•Goff, Principles of Plant Culture. 
Green, Vegetable Gardening. 
Green, Fruit Growing. 



74 HIGH SCHOOL MANUAL 



MANUAL TRAINING 
Two Units 

Industrial subjects should be pursued by the pupils of the 
elementary grades in form of paper cutting, weaving, clay 
moulding, braiding, basketry, freehand drawing, sewing, sloyd, 
etc. In the sixth and seventh grades the girls should do some 
systematic work in sewing, and in the eighth grade, a course 
in cooking. In the sixth, seventh and eighth grades the boys 
should do bench work, etc. The work in freehand drawing 
should continue through the grades. 

Definition. — Manual training is defined by the American 
Manual Training Association as any form of constructive 
work that serves to develop the powers of the pupil thru 
spontaneous and intelligent self-activity. Manual training 
includes freehand and technical drawing; working in wood 
and metal ; modeling in sand, clay or plaster; casting plaster or 
metal ; domestic science ; cooking ; dressmaking ; paternmak- 
ing; printing; Swedish sloyd; Russian tool practice; etc. 

Purpose. — Its purpose is to educate the mind thru the hand. 

Grade 7 

Time : One hundred minutes a week in two periods. 

Projects: Woodwork. — Simple construction involving the 
four principal cutting tools — saw, plane, chisel and spoke- 
shave and the necessary laying out tools. Measuring, squar- 
ing board and game board. Planing (surface and edge cutting 
board). Vertical chiseling, gouging, paring, sharpening chisel 
making rack for brushes, tools or brooms and making pen 
tray. Bow sawing, modeling, sandpapering in making coat 
hanger, etc. Halving; nailing; finishing in making flov/er 
pot stand, bracket shelf, water wheel, etc., involving some 
form of groove joint. 

Grade 8 

Time : Two hours a week in two periods. 

Projects: Woodwork. — Construction involving groove 
joint — towel roller and sleeve board. Exact work in plaining, 
to make glue joint — bench hook, drawing board. Review of 
"form work" with more difficult modeling — hammer handle, 
canoe paddle. Mortice and tenon joint — taboret, plant stand, 
book shelves. Carving — book rack, ends carved from original 
designs, form of joint for ends chosen by pupils. 

High School 

Two units of work in manual training are offered in the 
high school. A syllabus of this work may be obtained by 
applying to the High School Examiner, University, N. D. 



HIGH SCHOOL MANUAL 75 

No pupil shall be eligible for the second credit in manual 
training without taking at least one-half credit in mechanical 
drawing. The courses in mechanical drawing are strongly 
recommended to all students taking any work in manual train- 
ing. 

No examination in manual training will be offered by the 
High School Examiner. The instructor in manual training 
shall report in full, to the Examiner, what work has been done 
by each pupil in manual training, his estimate of the quality of 
such work, the nature of the examination passed by the pupil, 
and the credit allowed on it. 

Double periods of 80 to 90 minutes are urged in preference 
to single periods. In schools where this arrangement is not 
feasible, single periods will be permitted ; and the classes may 
thus finish one-half unit each year. 

HOUSEHOLD ECONOMY 

(Domestic Science and Art.) 

Four Half Units 

Syllabi of these courses have been compiled by a special 
committee and a limited number of copies is ready for mailing. 
Those who have use for these may secure copies by address- 
ing the state High School Examiner, University, N. D. 

The time required for a unit of credit is five double periods 
per week for thirty-six weeks. It is intended that Course I, 
in either domestic science or domestic art will be accomplished 
before Course II, in either is attempted. Domestic Science 
I. and Domestic Art I. may alternate with each other through 
a year of thirty-six weeks, or they may be done separately 
in succeeding semesters of eighteen weeks each. Domestic 
Science II. should follow or accompany, if possible, the high 
school courses in physiology, botany, bacteria, yeasts and 
molds, and chemistry. Domestic Art II. may be done at any 
time after domestic Art I. is completed. 

The work outlined under textiles is intended to be given 
with the sewing and in the same periods. The part dealing 
with vegetable fibres should be given with Domestic Art I. 
and that dealing with animal fibres with Domestic Art II. 

In order to save time that will otherwise be lost in beginn- 
ing and closing, all periods of work in domestic science and 
art should be double periods. — See Sec. 13, page 16. 

MECHANICAL DRAWING I 

First One-half Unit 

One period a day throughout the year or two periods a day 
for one-half year. 



76 



HIGH SCHOOL MANUAL 



The purpose of the course in the first year of the high school 
is to teach the pupils to make and read working drawings 
and sketches, to give a knowledge of geometric construction 
in its relation to mechanical drawing, to produce skill in the 
use of instruments by means of drills in the making of drafting 
conventions, to train the imagination and the power to visual- 
ize by teaching the fundamentals of projection. 



GROUP I 

Free hand and mechanical 
lettering — Emphasis on plac- 
ing, form, slant, spacing, tex- 
ture of line. 

GROUP II 

Geometric construction — 
Use of T-square, triangles and 
instruments in constructing 
geometrical figures. 

GROUP III 

Conventional lines — Use of 
T-square, triangles, and in- 
struments in drawing the dif- 
ferent lines used in mechani- 
cal drawing. 

GROUP IV 

Simple mechanical drawing 
— The dififerent views of ob- 
jects involving the n-e of 
straight lines, circles, and 
tangents. Free hand mechani- 
cal drawing. 

GROUP V 

Orthographic projection — 
Three views of geometrical 
figures. Resolutions. Develop- 
ments. Intersections. 



PROBLEMS SUGGESTED 

Gothic alphabets and figures. 
Upper case and lower case 
letters. 



Lines, tangents, angles, tri- 
angles, square, circle, pen- 
tagon, hexagon, octagon, 
etc. 



Exercise sheets in lining. Vis- 
ible edge lines, invisible 

edge lines, center lines, pro- 
jection lines, construction 

lines, dimension lines. 



Rectangular frame, box. try 
square, flower pot, circular 
box, face plate, desk tray, 
link stool, taboret. etc. 



Rectangular prism, hexagonal 
prism, pentagonal prism, 
triangular pyramid, penta- 
gonal pyramid, waste ba- 
sket, stove pipe section, 
funnel, etc. 



HIGH SCHOOL MANUAL 



n 



MECHANICAL DRAWING II 

Second One-half Unit — 

One period a day throughout the year, or two periods a day 
for one-half year. 

The purpose of the course in the second year is to produce 
better technique in drawing, to develop an appreciation of 
constructive design, to give the student a working knowledge 
of the sketching and drawing of machine details, give a drill in 
tracing and blue printing, and to teach the questions and 
problems to be considered in the planning of a dwelling. 

GROUP I PROBLEMS SUGGESTED 

Problems for manual train- Book rack, shelves, stool, 



ing shops involving construc- 
tive designs. 

GROUP II 
Isometric and cabinet (obli- 
que) projection. 



GROUP III 

Representation of 



threads, bolts 



crew 
and screws. 



GROUP IV 
Working drawings of ma- 
chine parts — Detail and as- 
sembled drawings, tracing,- 
blueprinting. 

GROUP V 
House and barn Drawing — 
Style of roof, rooms needed, 
arrangement of rooms, beauty 
of exterior, tracing and blue- 
printing. 



chair, table, gravel, box, 
tray, napkin holder, etc. 

Cube, cylinder, hexagonal 
prism, pentagonal prism, 
mortise and tenon joint, 
stool, saw-horse, cabinet 
projection of some of the 
problems under Group I. 

The helix, sharp V thread. U 
S. standard thread, square 
thread, acme thread, bolts, 
set screws, machine screws, 
etc. 

Wrench, pully, coupling, con- 
necting rod, shaft, bearing, 
globe valve, steam pump, 
etc. 

Cottage and two-story house. 
Floor plans, elevations, roof 
plans, details of cornice, 
water table, doors windows, 
staircase, fireplace, etc. 



78 HIGH SCHOOL MANUAL 

Reference: Problems in Mechanical Drawing, by Charles 
A. Bennet, The Manual Arts Press, Peoria, Illinois. 

Course in Mechanical Drawing, Junior, Intermediate and 
Senior, by Thorne. The Williams Brown Earl Co., Philadel- 
phia. 

Elements of Mechanical Drawing, by Gardner C. Anthony. 
D. C. Heath & Co., Boston, Mass. 

Applied Mechanical Drawing, by Franc E. Mathewson and 
Judson L. Sewart. The Taylor-Holden Co., Springfield, Mass. 

Notes for Mechanical Drawing, by Frank E. Mathewson. 
Manual Arts Press, Peoria, 111. 

The Essentials of Lettering, by Thomas E. French and 
Robert Meiklejohn. Manual Arts Press, Peoria, 111. 

Mechanical Drawing and Elementary Machine Design, by 
John S. Reid and David Reid. John Wiley & Sons, New 
York City. 

FREEHAND DRAWING 

One-half Unit 

One year, forty-five minutes per day, one-half unit of credit. 

The aim is two-fold (1) an understanding of the fundamental 
art principles, (2) the acquisition of the ability to express that 
knowledge thru drawing and painting. 

The work falls under five main heads. 

I. The study of the Principles of Design (balance, rhythm, 
and harmony). Specific problems illustrating each principle 
should be worked out, at least one being applied. The uni- 
versal application of the principles should be continually point- 
ed out. 

II. The study of the Perspective. The study should in- 
clude parallel perspective, angular perspective and oblique per- 
spective. 

III. The Representation of Still Life Groups in Pencil and 
Charcoal. Aims (1) good composition; (2) good character 
of forms; (3) a correct representation of values; (4) good 
technique. For charcoal work read page 28 "Art Education 
for High schools." In pencil drawing aim for a simple render- 
ing of larger values in broad definite strokes which keep the 
same direction. Use soft pencil and avoid working nxer a 
mass more than once. For illustrations see "Applied Arts 
Drawing Books," edited by Wilhelmina Seegmiller and "Pro- 
gressive Lessons in Art Education in High Schools," published 
by Prang. 

IV. The Painting of Nature Studies. Aims (1) good 
character in form and color ; (2) rendering of light and dark 
values seen in leaves, stems and flowers; (3) direct water- 



HIGH SCHOOL MANUAL 79 

color handling. In order to secure the last aim lift the color 
from the cakes and allow them to mix in the brush and on the 
paper (not in the lid of the box) thereby producing a variety 
of color and brilliancy of effect. Work in mass (never outline 
first) with the flat side of the brush rather than the point. 
Never work over a color. 

V. Study of Landscape : Refer to Seegmiller's "Applied 
Art Drawing Books" and "Art Education for High Schools." 
The following books are suggested for reference : — 

"Arts Education in High Schools, published by Prang. 

"Applied Art Drawing Books," edited by Wilhelmina Seeg- 
miller. 

Batchelder. E. A. : The Principles of Design. 

Batchelder, E. A. : Design in Theory and Practice. 

Sanford, F. G. : The Art Crafts for Beginners. 

Branch, E. A.: Illustrated Exercises in Design. 

French & Mieklejohn: The Essentials of Lettering. 

VOCAL MUSIC 
One-half Unit 

In presenting the courses for vocal music in the High 
School, it is assumed that the course of eight years in vocal 
music in the grades or its equivalent has been completed. 
Unless such preparation has been made, the High School 
course should not be attempted. (To offset this lack of pre- 
paration a three-year course might be offered in the High 
School as preliminary to the regular course.) 

The purpose of the Vocal Music Course is to cultivate a 
better taste for good music by participating in singing the 
best choral works, to gain greater ability to read music intelli- 
gently and sing in parts independently. The course should 
include a thorough review of notation, including the scale, 
both major and minor, key signatures, notes and rests of 
various lengths, intervals, terms as applied to musical expres- 
sion, exercises in sight singing and writing music from dicta- 
tion. 

There should be developed a familarity with such choruses 
and composers as : 

Soldier's Chorus (Faust) Gounod 

Pilgrim's Chorus (Tannhauser) .. Wagner 

Anvil Chorus (II Trovatore) Verdi 

Gypsy Chorus (Bohemian Girl) ..Balfe 

Hallelujah Chorus (Messiah) Handel 

The Heavens Are Telling (Creation) Hayden 
'Tis Thy Wedding Morning (Rose Maiden) Cowen 



HIGH SCHOOL MANUAL 



Gloria ( 12th Mass) Mozart 

Serenade Schubert 

Lost Chord Sullivan 

How Lovely are the Messengers (St. Paul) Mendelssohn 

Standard hymns and patriotic songs should be sung with 
special attention to phrasing and other means of bringing 
out the thought. 

PENMANSHIP AND SPELLING 

One-half Unit 

Part of the Sixteenth Unit 

Very little if any writing should be done in copy books in 
high school. In fact, if an instructor is qualified to put the 
copies on the blackboard and direct the pupils in their prac- 
tice, much better results may be obtained by the use of loose 
practice paper than with the copy book. The forearm, or 
"muscular" movement, should be cultivated and for this pur- 
pose the teacher and pupils will find a great deal of helpful 
material in such publications as the Penman's Art Journal, 
the American Penman, and The Business Educator. 

The words in the exercises in spelling should be those com- 
monly used in correspondence, in reporting and in business. 

The examination of the high school examiner will require a 
specimen of the pupil's handwriting and the spelling of diffi- 
cult words in common use with emphasis on those used in 
business. 

BOOKKEEPING 
One-half Unit 

This course should include a thorough drill in the elements 
of bookkeeping and practice in the use of the more common 
books of accounting, such as day book, journal, cash book, 
sales book, check book, ledger, bills receivable and bills pay- 
able book, and trial balance and statement book. Some single 
entry might be given, but most of the work should be done in 
double entry. Students should be required to fill out and 
become familiar with such business forms as invoices, notes, 
drafts, checks, receipts, statements of account, etc., and a 
system of instruction which requires these papers to be made 
out for the transactions entered in the books of account is to 
be preferred to one which does not require them. 

One Unit 

The full year course in bookkeeping should include, in addi- 
tion to the work outlined for the half-year course above, 
advanced work in bookkeeping and business forms, either by 



HIGH SCHOOL MANUAL 81 

independent individual sets for the pupils or by organizing the 
class into a community for business practice with some suit- 
able guide for the transactions to be performed and the books 
to be kept. In the latter method care should be taken to hold 
the pupil strictly to the work in hand, and to a high standard 
in business forms and books of account, lest time be wasted 
in useless "dickering." All transactions should be carried out 
by correspondence, thus reducing confusion to the minimum. 

COMMERCIAL LAW 
One-half Unit 

The following from the report of the Commission of the 
North Central Association of Colleges and Secondary Schools 
will serve as a guide : 

Study the legal principles governing business relations, 
especially contracts, their nature, essentials, and effects ; 
further sales, interest and usury, bills and notes, agency, part- 
nership, corporations, real property and mortgages, liens at- 
tachments, surety and guarantyship, bailments, common 
carrier, banking, fire insurance, landlord and tenant. 

Text book, supplemented by some study of cases (by way of 
illustration), discussions, and practice in drawing legal papers 
such as a contract, note, bill of exchange, bill of sale, bill of 
lading, power of attorney, deed, mortgage, lease, notice of 
protest, etc. 

HIGH SCHOOL GEOGRAPHY 
One-half Unit 

The object of this course is to give the pupil a practical 
insight into geography. It should enable him to see the rela- 
tion existing between the different phases of the subject. This 
is necessary not only for one who enters into business life, 
but for one who intends to teach geography. 

Geography in this course should be taught so as to enable 
the pupil to see the influence the physical features have upon 
the industries and life of a people. Second .it should be made 
clear that an equally important matter is the gfuernmeiit of 
a country. This course, therefore contemplates a uni(tn of 
the physical, the political, and the ectjiiomic phases nf 
geography. 

The following outline of work is suggested : 

I. Review of the 7th grade geography — 

Motions of the earth and consequent results ; 

Map drawing of the different continents ; 

Brief review of tides, ocean currents — atmosphere. 



82 HIGH SCHOOL MANUAL 

II. Physical features of principal countries — 

Physical features of the chief commercial countries, — 
those affecting the life and industries of a people ; 
Formation of soil, coast-lines, river systems ; 
General topography; 

Detailed study of North Dakota with special attention 
on the results of glaciation. 

III. Political divisions- 
Brief study of the governments of the leading com- 
mercial nations of the w^orld w^ith map of each ; 
Characteristics of people ; 

Immigration and migrations of people — special refer- 
ence to the U. S. — and the results. 

IV. Economic Geography — 

A. United States. 

1. Plant and animal products; 

2. Natural resources— mineral, water, forests, etc. ; 

3. Tendencies towards centralization and concentrations 
with their causes and results. 

4. Centers of industries, reasons and location. 

5. Transportation. 

Waterways, railroads, merchant marine, canals, oper- 
ation, communication. 

6. Government. 

How it affects our industries — tariffs, legislative re- 
gulation, recent economic legislation. 

7. Commerce — imports, exports and domestic commerce. 

B. A similar but not extensive treatment should be given 
to the leading nations of the world. 

C. International rivalries in commerce. 

List of References : 

High School Geography — Dyer — American Book Company. 
Commercial and Industrial Geography, Keller & Bishop, 
Ginn & Co. 

Commercial Geography, Brigham, Ginn & Company. 
History of Commerce, Clive Day, Longmans, Green & Com- 
pany. 

Physical Geography, Davis, Ginn & Company. 
Consular Reports, Washington, D. C. 
Year Book. 
Statistical abstract. 



HIGH SCHOOL MANUAL 83 

SHORTHAND 
Two Units 

No credit should be given for work in shorthand unless the 
pupil takes typewriting in his course also. It is very desire- 
able that pupils in shorthand pursue this study for two years. 
At the end of that time the student should be thoroughly 
equipped to do any ordinary stenographic work. This is a 
subject that requires close application and should not be 
pursued in the hope of finding it a snap course. These units 
require as much work as others of the high school course. 

For stenographic work the student should pursue a full four- 
year high school course; as stenographers are expected to 
possess broader scholarship than a special preparation in 
shorthand and typewriting. In fact, it would be better in 
mo.st cases if the pupil were to pursue these special lines after 
completing this four years of high school work. 

First Unit 

During the first year of the work in shorthand thoroughness 
should be considered more important than speed. The princi- 
ples of the system taken up should be thoroughly mastered 
and extensively reviewed. Drill on rules and their application 
Study word-signs, and abbreviations ; and drill on sight read- 
ing. Shorthand plates, read and transcribed. 

Second Unit 

Some advanced dictation course suited to the system of 
shorthand taught. 

Shorthand penmanship drill. 

Business letters and legal forms, practiced and dictated. 

Shorthand plates, transcribed, practiced and dictated. 

By end of the year, acquire speed on new matter of 85 to 
100 words per minute. 

TYPEWRITING 
One Unit 

In typewriting, what is known as the touch system should 
be taught. By this method the pupils learn to use their fingers 
in operating the machine and keep their eyes off the keys. 
Celluloid caps may be fitted o\er the keys or a shield may 
cover the keys and operator's hands to assist in acquiring this 
method. 

Thorough training should be given in the care of the ma- 
chine, in manifolding and tabulating. 



84 HIGH SCHOOL MANUAL 

As much of the practice and drill work in typewriting may 
be, and often is, done within the eighty-minute periods given 
by the same pupil to shorthand, and as this is done in some 
of our best schools with success, as to the results, in both 
the shorthand and typewriting courses, forty minutes per day 
during the year for additional practice in typewriting seems to 
be right, and therefore, one unit of credit is the right amount 
to be allowed for the two years' work in typewriting. 

First Half-Unit 

Finger exercises. 

The lessons of the text book should be completed. The 
first object in this work is accuracy. The lessons when com- 
pleted should be fastened together with a proper title page 
and should be neat and accurate throughout. 

Machine dictation. 

Transcription of shorthand plates. 

Second Unit 

While maintaining the accuracy required in the first year 
the pupil should strive to acquire speed throughout the second 
year's work. 

Transcription of business letters, new dictation that was 
dictated at 75 to 100 words per minute. 

Copying, 40 words per minute. 

PSYCHOLOGY, ELEMENTARY 
One-half Unit 

This part of the course deals, in an elementary way, with 
the facts and theories of general psychology. Its aim is to 
introduce the pupil to a study of his own mental states as a 
preparation for the sympathetic and intelligent observation of 
the lives of others. 



TEDAGOGY, SCHOOL MANAGEMENT AND SPECL\L 
METHODS 

One-half Unit 

A discussion of the common problems of school manage- 
ment and rational methods of teaching the various subjects 
found in elementary school programs. The class should, under 
the direction of the teacher, make frequent visits to the grade 



HIGH SCHOOL xMANUAL 85 

rooms to observe how the methods under discussion are put 
into actual operation. Pupils should make a full report of 
such visits. The direction work should be made an important 
feature during this semester . 

ARITHMETIC— HIGH SCHOOL 
One-half Unit 

The aim in this course is a thorough knowledge of the 
essentials of arithmetic. This course should result in accuracy, 
rapidity, neatness, a reason why, and the ability to state that 
reason in good English. 

One-half of the time should be given to rapid oral work 
and to the statement of definitions and principles. Each writ- 
ten exercise should be done under a time limit and accurate 
work only should be accepted. 

This course includes notation by the use of Abrabic charac- 
ters and Roman numerals ; numeration, — the reading of deci- 
mal fractions through millionths at sight ; a general discussion 
of reduction ; scale as used in different phases of arithmetic ; 
the fundamental processes in whole numbers, decimal fractions 
and in common fractions in which the denominator is 2, 3, 4, 
6, 8, 12, and 16; the multiplier, abstract, etc. ; aliquot parts and 
short methods in multiplication and division ; statement of 
fundamental principles and definitions daily rapid oral work 
in addition ; tests of divisibility ; factors ; multiples ; powers 
and roots of small numbers ; commercial statements and com- 
mercial paper ; time, circular, linear, square, cubic and capacity 
measures, avoirdupois weight ; board measure ; plastering, 
carpeting, etc. ; the more elementary phases of longitude and 
time ; the three cases in percentage, — to find any per cent of 
any number, — to find a number when a certain per cent is 
given, — and to find what per cent one number is of another : 
reduction of any per cent to a common fraction or decimal 
fraction ; commercial and bank discount ; taxes ; insurance : in- 
terest and interest tables ; square and cube root ; measurement 
of surface and solids, including cones, cylinders and spheres ; 
elements of the metric system ; problems involving purchase 
by the ton and by the thousand, and problems in measurement 
and percentage. 

This course does not include : addition, subtraction, multi- 
plication and division of denominative numbers ; tables of Eng- 
lish money and troy and apothecaries' weight ; surveyors' 
measures ; averaging accounts ; stock-jobbing ; U. S. securities ; 
gold investments ; compound proportion ; custom house busi- 
ness ; partnership ; duodecimals ; arithmetical and geometrical 
progressions ; alligation. 



HIGH SCHOOL MANUAL 



This course in arithmetic is designed to take the place of 
the commercial and senior-review courses offered formerly, 
and only one set of questions for arithmetic, done in the high 
school is designed to be offered. It is believed that the teacher 
can give the subject the commercial or pedagogical viewpoint, 
as local conditions may require. 

SENIOR GRAMMAR 
One-half Unit 

The aims of senior grammer are similar to those of senior 
arithmetic, viz : Comprehensive and intensive study of the 
subject for such a mastery as was impossible four years before, 
and also the phase of the subject needed by the prospective 
teacher in presenting it to his classes. 

If the teacher is masterful and independent of any particular 
book, it would be profitable to spend the semester on work 
devised or chosen from various sources, and then, under the 
direction of the teacher have the pupils investigate the assign- 
ed lesson in various texts kept on the shelves or in their own 
possessions. This would give rise to differences of view and, 
with a skillful teacher, to reconciliation later on. i\s in arith- 
metic, every topic of grammar should be investigated, but 
the fundamental principles should not be lost sight of in dis- 
cussion over minor and merely formal details. Grammar 
should be built up, or developed as other sciences in accord- 
ance with inductive procedure — examining and classifying 
materials as in chemistry or botany. It is a thought subject 
par excellence. The emphasis should, of course, be laid on the 
sentence analyzed into its various parts, and on the kinds and 
relations of these parts. 

COMMON SCHOOL SUBJECTS 

The state high school examiner offers examinations in arith- 
metic ; English grammar and composition ; the history of the 
United States ; geography ; reading, spelling, and penmanship. 
These examinations are designed for pupils who have com- 
pleted the eight grades of the common school course and de- 
sire to enter the high school. The examinations in arithmetic ; 
English grammar and composition ; history, and geography 
will require no further comment than that they will cover the 
work that is usually done in these subjects in the grammar 
grades. Reading, spelling and penmanship will be treated in 
a single paper in accordance with the following plan : 

The examination in reading will be based upon a portion of 
the literature that is read in the grammar grades of our 
schools, namely, upon : 



HIGH SCHOOL MANUAL 87 

1. Evangeline. 2. Tom Sawyer. 3. The Hoosier School- 
master. 4. Rip Van Winckle. 5. The Vicar of Wakefield. 
6. Grandmother's Story of the Battle of Bunker Hill. 7. Na- 
poleon, The Little Corsican. 8. The Great Stone Face. 9. 
The Sandpiper, (Thaxter). 10. Breathes There a Man, (Scott) 
11. Columbus, (Miller). 12. Recessional, (Kipling). 13. 
Psalms XIX and XC. 14. Lincoln's Gettysburg Speech. 15. 
Battle Hymns of the Republic. (Howe). 

The pupil's scholarship mark in spelling will be determined 
from his answer paper in the subject of reading; provided 
that the examiner may supplement this test with a list of 
words selected for the purpose from the literature named 
above, but no rare or unusual words shall be included in such 
list. 

This answer paper will also serve as a specimen of the 
pupil's penmanship and will determine his grade in that sub- 
ject. 

In addition to studying the subject matter of what is read 
for the purpose of getting the author's meaning, pupils should 
give careful attention to distinct pronounciation and a pleas- 
ing and effective oral expression of the thought. This should 
constitute an important feature of all school work in reading, 
but in the nature of the case it is impossible to give it proper 
recognition in a written examination. It is therefore suggest- 
ed that the superintendent of the school supplement the high 
school board examination with an oral test that shall show 
the pupil's skill in reading aloud. 



HIGH SCHOOL MANUAL 



V. GENERAL INDEX 

Pages 

Admission of pupils to high school 13, 14 

Agriculture, outline for unit in 72 

Department of 7, 13 

Algebra, elementary 21, 25, 39 

Advanced 26. 39 

English III 19, 25, 31, 32 

Bacteria, Yeasts and Molds 25, 70 

Bible study 22, 33 

Bookkeeping 21, 25 , 80 

Botany I 21, 26, 56, 58 

Botany II 21, 26. 56. 59 

Building 7, 12 

Caesar 21,25, 34 

Certificates, examiner will issue 15 

Teachers' 8, 11, 16 

Will admit to college, etc 15 

Chemistry 21 , 26, 53 

Cicero 22, 26, 35 

Civics 21, 25, 48 

Classification, requirements 7, 9, 12 

Application for 9 

Conditions of acceptance for 9 

Commercial law 25,81 

Conduct of the schools 13, 20 

Common school subjects 21, 25, 26, 86 

Constants, required to be offered 14, 25 

List of 25 

Required of pupils for graduation 14, 25 

Courses, elementary school 13, 14, 21, 26, 86, 7 

High school 16. 17, 21. 25, 27. 7 

Unit course defined 14 

Curriculum 7, 10. 16. 17. 25. 26 

Local school should adopt. Section (6) 15 

Department of Agriculture 7, 13 

Of domestic science and art 13, 15 

Of manual training 13, 15 

Domestic science and art, required in certain schools 13, 15 

Courses in 75 



HIGH SCHOOL MANUAL 



Pages 

Equipment for 10, 13 

Syllabi in 75 

Drawing, freehand required 21, 15, 25, 78 

Mechanical 21, 25, 75 

Duplicate Subjects, Sec. 9 15 

Economics, general 21, 26, 49 

Eighth grade subjects 13, 16, 17, 18, 26. 86 

Examinations in 21, 22, 86 

Electives 25, 26 

English 27 

English I 21, 25, 27 

English II 21 , 25, 29 

English III 21, 25, 31 

English IV 21, 25, 32 

Entrance to state high schools 7, 13, 86 

Equipment, for botany 10, 56 

For chemistry .'. 10, 55 

High school aid fund used for 10 

Examiner, his address 1, 24 

Duties 7 

Clerical help of 7 

Readers of examination papers, appoints 7 

Report 7, 24, 22 

Powers 7 

Examinations, appeal from examiner's "mark" 24 

Folding papers 24 

Three-fourths rule regarding credit, Sec. 11 16 

Manuscripts to examiner 24, 15 

Marking" manuscripts 24. 15 

Program of 2 1 . 22 

Optional 15 

Rules for conducting 20 

Time an element in securing credit through 16 

When they will be offered 20, 21 

Who conducts 23 

Four-year high school, definition of 10 

Three-fourths rule regarding time and credit. Sec. 11 16 

Freehand drawing 17, 21, 25, 78 

French I and II 17. 21, 26, 35 



90 HIGH SCHOOL MANUAL 

Pages 

Fund, state high school aid, separate account 10 

Clerk of local board must report 10 

How used or expended „ 10 

General history I and II 18, 21, 25, 45 

General economics _ 18, 21, 26, 49 

Geology, elementary „ 26, 68 

Geography, high school 21, 25, 81 

Physical 21 , 26, 64 

German I, II and III 17, 26, VJ , 38 

Graduation, number units required. Sec. 4 14 

With honors 15 

Grammar, Latin 18, 21, 26, 33-34 

Senior 21, 26, 86 

Heating school building _ 7, 12 

High school inspector, provision for 7 

Appointment of 7 

Duties 7 

Expenses of 7 

Report made by 7 

Salary of 7 

High school diplomas (Teachers' certificates) 8, 16 

High schools, first class 7, 10, 11, 12 

Second class 7, 10, 11, 12 

Third class 7, 10, 11, 13 

With agricultural department 7, 13 

History, Advanced United States 21, 25, 47 

Ancient 21 , 25. 47 

Eighth grade 21, 26. 86 

English 19, 21, 25. 46 

General History 1 18, 21. 25, 41 

General History II 18, 21. 25, 45 

Modern 21 , 26, 47 

Horticulture 18, 26. 72 

Household economy 17, 18, 22, 25, 75 

Inspector, high school 1, 7 

Rural school 1 

Laboratory, equipment secured with state aid 10 

Equipment required 12, 13, 16 

Notebm.k-. 16. 53. 54. 56. 60. 64. 71. 72. 75 



HIGH SCHOOL MANUAL 91 

Pages 

Period for laboratory work 14 

Land, ten-acre experimental plot 13 

Law, commercial 25, 81 

High school aid 7 

Latin 3i 

Latin 1 18, 21. 26, 34 

Latin II 18, 21, 25, 34 

Latin III 19, 22, 26. 35 

Latin IV 19, 21. 26. 35 

Library 10, 12. 13 

Lighting school building (Sec. 13) 7. 12 

Manual training, courses in 25. 26. 75 

Equipment for 10 

Required in certain schools 13. 15 

Syllabi in 75 

Mechanical drawing 21, 26, 75. 77 

Medical inspection 12 

Music, vocal 12, 15. 17. 21. 25. 79 

Non-resident pupils 7 

Norse I and II 17, 21. 26. 39 

Notebooks 16, 53, 54, 56, 63, 64, 71, 72, 73, 75 

Penmanship and spelling 21, 25, 80. 20 

Pedagogy 19, 22, 26, 84 

Period for laboratory work 14 

Physics 19, 22, 26, 50 

Physical geography IF, 21, 26. 64 

Physiology 18, 22, 26, 63 

Political economy 19, 21, 26. 49 

Program of studies 25. 26 

Promotion, basis of 15 

Psychology 19. 22. 26. 84 

Recitation, length of period for 14 

Rooms, number required 9, 12, 13 

Agricultural l'^ 

Domestic science 1^ 

Manual training l'^ 

Rules and regulations 9 

Sanitation ^ 7, 12 

Schools classified 7, 12 



92 HIGH SCHOOL MANUAL 

Pages 

Science, general 17, 22. 26. 63 

Senior reviews, definition of 16 

Semester, definition of 16 

Shorthand 18, 25, 83 

Six-and-six plan 14, 16, 20 

Spelling 2 1 , 25, 80 

State aid, appropriation 7 

Apportionment 7 

M ust be prorated 7 

To first class high schools 7 

To second class high schools 7 

To third class high schools 7 

To schools having an agricultural department 7 

State board of education. Duties 7 

Expenses 7 

Law creating 8 

Members 1 

Powers 7, 8 

Stenography 18, 25, ^3, 84 

Superintendent of city schools, office 10 

Qualifications 10, 11 

Superintendent of public instruction 1 

Chairman state board of education 1 

Syllabi, Agriculture 72 

Advanced U. S. History 47 

Bible study 33 

Civics 48 

Domestic science and art 75 

English 27 

General science 63 

Manual training 74 

Physiology 63 

Table of contents 3 

Teachers, Courses supervised by Supt 16 

Minimum number required 9, 12, 13 

Minimum salary of 11, 12 

Must have certificates 11 

Qualifications, as to scholarship 10, 11 

Trigonometry 21 , 26, 40 



HIGH SCHOOL MANUAL 93 

Pages 

Typewriting 25, 83, 84 

Tuition 7 

United States history 17, 21, 25, 47. 86 

Unit course of study defined 14 

Ventilation 7, 12 

Vergil 19, 21, 26, 35 

Vocal music 18, 21, 25 79 

AVriting. (penmanship) 20, 21, 2h, 80 

Zoology 1 18, 21, 26, 60 

Zoology II 21 , 26. 62 



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